作为职业生涯早期的STEM教师,最大限度地提高成功的机会:一种增长思维方式
Jim O Vigoreaux1, Leslie A Caromile2
1Department of Biology, University of Vermont, Burlington, VT, USA. jvigorea@uvm.edu.
BMC proceedings
|December 19, 2025
概括
采用增长思维方式可以显著有利于STEM和非STEM领域的早期职业生涯学者. 这种方法有助于应对挑战,促进职业进步,并在学术界实现职业目标.
科学领域:
- 学术职业发展 学术职业发展
- 教育中的心理学教育中的心理学
- 组织行为 组织行为
背景情况:
- 增长思维的概念是建立在教育心理学,专注于学生的学习.
- 职业生涯早期的学者在奖学金,教学和为职业发展服务方面面临着独特的挑战.
- 交叉身份可以加剧不支持学术环境中的挑战,限制角色模范.
研究的目的:
- 探索增长思维模式原则对职业生涯早期学术进步的适用性.
- 提出一个导航学术职业发展的框架,特别是代表性不足的群体.
主要方法:
- 概念分析,将增长思维理论应用于学术职业背景.
- 讨论工作量管理和与机构优先事项的协调.
主要成果:
- 增长思维原则可以促进性和积极参与学术责任.
- 对工作负载采取平衡,有目的的方法对于卓越的绩效和进步至关重要.
- 解决环境因素和促进包容性是支持多样化的学术生涯的关键.
结论:
- 增长思维模式为职业生涯早期的学术成功提供了有价值的框架.
- 战略性工作负载管理和机构支持对于职业发展至关重要.
- 这种方法使学者能够实现个人和专业的愿望.
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