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美国高校教师专业发展培训经历了从无到有的阶段,如今已经进入了"协统时代"。这个时代有着不同以往的鲜明特色,对高校教师培训工作提出了全新的挑战。"协统时代"的美国高校教师培训工作需要致力于满足教师职业的多种角色定位、应对学生群体的新变化,并适应高等教育教学、学习与学术的新范式。"协统时代"的培训工作在实践层面主要采取三种策略:扩大培训范围、丰富培训项目和加强项目评估。在这个时代,美国的高校教师培训工作已从早期"被边缘化"的状态一跃成为大学保持创造力的动力来源。 相似文献
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教育信息化已成为当今高校教育教学改革和发展的主旋律。深化大学英语教学改革要求高校外语教学与现代信息技术的深度融合,而大学英语教师的教育技术能力是重要指标之一。本研究旨在为《大学英语教学指南》的制定和实施提供相关数据和分析,针对南京地方高校的校本情况编制了“教育信息化背景下高校英语教师教育技术能力现状及发展调查问卷”。根据问卷数据分析结果提出五点建议：1）结合高校自身实际情况,建立和完善高校英语教师教育技术能力培训和进修制度;2）在培训内容设置上要注重教育信息化理论与大学英语教学实践的整合;3）采取灵活多样的培训模式和教学方法;4）以教师为主体、以任务为驱动;5）建立以学科教师、教育技术专家和学科专家共同组成的学习共同体。 相似文献
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高校教师教学发展是提升高等教育质量的关键.国内外高校致力于教师发展的成功经验比较多,美国高校教师发展的咨询、研讨、教育技术辅导、教学模拟、资助项目等方式值得借鉴.江南大学教师卓越中心建立了教师教学发展专家库、开展了全方位的教师发展培训、制订了微格教学教师培训方案、创新了教师入职培训模式、推进了教学改革与教学研究、构建了教师教学发展信息化支撑平台,对促进教师的教学发展具有一定的借鉴意义. 相似文献
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为了解决乡村教师的发展问题,美国联邦政府、州政府、高校和社会组织等多方协作,发挥了重要作用。联邦政府通过制定教育法案,为教师培训提供了宏观支持,并组织实施了多种项目和计划。州政府根据乡村地区教育实际,采用多样形式推行教师培训计划。高校深度介入乡村教师培训,解决关键问题,促进乡村教师的长远发展。社会组织为乡村教师培训提供了外部支持,减轻了乡村教师的发展压力。美国乡村教师培训的经验为我国提供了有益借鉴和启示。 相似文献
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目前,我国高校教师队伍建设存在以下主要问题:一是青年教师的比例偏高.我国高校教师队伍中45岁以下的青年教师已占教师总数的80%,他们学历层次高,但缺乏教育教学经验;二是高校教师聘用时,对教师教育教学能力的要求没有统一的基本标准;三是培训项目和内容重视学科知识和学历的提高,忽视教学技能和教育技术的培训与提高;四是教师培训与教师本人的职务晋升相脱节,缺乏内在动力.相比之下,国外大学在教师聘用、重视培训、强化评估等方面积累了许多值得我们借鉴的成功经验. 相似文献
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“英特尔未来教育”(Intel Teach to the Future)是由美国英特尔公司发起并组织,全美国几十所大学和教育研究机构策划,并在全球二十多个国家和地区开展的教师培训计划。2000年7月28日,英特尔公司与我国教育部正式宣布在中国启动英特尔未来教育项目,在三年之内至少培训6万多名教师,占 相似文献
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美国大学教师发展的组织化历程及机构 总被引：3，自引：0，他引：3
林杰 《清华大学教育研究》2010,31(2)
美国大学教师发展源于上世纪60年代初期,最初是由一些私人基金会组织资助的零星项目.经过70年代美国高等教育的发展与调整,美国一半以上的大学和学院设立了与教师发展相关的项目,并且建立起大学教师教学发展机构.80年代之后,大学教师发展机构的职能越来越多元化,并建立起大学教师发展联盟组织. 相似文献
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Alicia K. Webb Tenzin Wangmo Heidi H. Ewen Pamela B. Teaster Laurie R. Hatch 《Educational gerontology》2013,39(12):1089-1106
The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed satisfied with the mentoring they were giving and receiving, although all groups discussed limitations. Peer mentors were seen as social support and advice givers, while faculty mentors were viewed as responsible for direction and skill-building. These results can contribute to the development of new mentorship programs and the modification of existing ones. 相似文献
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Linda C. Tillman 《Research in higher education》2001,42(3):295-325
Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protégé relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty. 相似文献
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Debra L. Valencia-Laver 《Educational gerontology》2013,39(7):575-588
From the program faculty of St. Scholastica's National Institute on Aging Summer Institute on the Psychology of Aging, 7 members responded to a series of questions posed to them in individual telephone interviews. They represented a wide range of disciplinary interests and institutions. Their motivation for participation, their advice for both program participants and others at similar institutions, and their sense of the niches that could be filled by aging research conducted at primarily undergraduate teaching institutions differed among the faculty in provocative ways. At the same time, their positive experiences with the program, willingness to return, and respect and admiration for its goals and its director were very apparent. This suggests that programs such as this might provide opportunities for faculty development, with benefits extending also to the faculty who bring their expertise to the program. The motivations and benefits mentioned are consistent with those identified in the mentoring literature. The results suggest that programs such as this can provide opportunities for faculty development, with benefits also extending to the program faculty who bring their expertise to such a program. 相似文献
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Lichtenberg PA 《Educational gerontology》2011,37(5):409-421
Mentoring junior faculty in geropsychology is becoming more critical due to the paucity of geropsychologists and the financial and talent costs experienced by universities of faculty turnover. This paper presents the unique aspects of mentoring junior faculty as opposed to mentoring of graduate students or interns, and examines some of the author's personal core values in mentoring that have been applied to over 50 junior faculty members. The author presents the RESPECT model as away to view the important and varied tasks involved in successful mentoring of junior geropsychology faculty. The model identifies the mentee as the leader in the mentee-mentor faculty relationship and examines the types of empowerment, support, protection and planning that goes into mentoring. The model, in addition, discusses the personal and emotional relationship the mentee-mentor has and the role of mentor in handling disappointment and assisting the mentee in negotiating conflict. 相似文献
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Faculty-student interaction is critical for quality undergraduate education. Faculty mentorship provides concrete benefits for students, faculty members, and institutions. However, little is known about the effect of institutional context on mentorship. Using data from interviews of 98 faculty at five different California State University institutions, we examined faculty motivations and institutional supports and barriers to mentoring as it occurs outside of formalized programs. We argue that this type of mentoring is distinct from advising and teaching and constitutes extra-role behavior. Further, institutional norms and the culture of the academic profession often hinder mentorship. Implications for policy and practice are discussed. 相似文献
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This study reports on the development and assessment of two mentoring programs, one for new faculty and one for new graduate teaching assistants. The first program was an externally funded, elaborate program; and it suggested the centrality of factors such as sustained, involving relationships for best outcomes with protégés. The second project, with newcomers to graduate study, demonstrated that a simpler program focusing on involvement within the pair and group meetings produces promising results. From both these projects, we developed a replicable model of systematic mentoring; and we obtained a clear picture of the styles and skills of exemplary mentors.Peg Boyle: Graduated from the State University of New York at Stony Brooknow resides in Boone, North Carolina 相似文献
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Danielle X. Morales Sara E. Grineski Timothy W. Collins 《Research in higher education》2017,58(5):520-544
Undergraduate research experiences are a “high impact” educational practice that confer benefits to students. However, little attention has been paid to understanding faculty motivation to mentor undergraduate students through research training programs, even as the number of programs has grown, requiring increasing numbers of faculty mentors. To address this, we introduce a conceptual model for understanding faculty motivation to mentor and test it by using empirical data to identify factors that enable and constrain faculty engagement in an undergraduate research program. Using cross-sectional survey data collected in 2013, we employed generalized linear modeling to analyze data from 536 faculty across 13 research institutions to examine how expected costs/benefits, dispositional factors, situational factors, previous experience, and demographic factors predicted faculty motivation to mentor. Results show that faculty who placed greater value on the opportunity to increase diversity in the academy through mentorship of underrepresented minorities were more likely to be interested in serving as mentors. Faculty who agreed more strongly that mentoring undergraduate students was time consuming and their institution’s reward structures were at odds with mentoring, or who had more constrained access to undergraduate students were less likely to be interested in serving as mentors. Mid-career faculty were more likely than late-career faculty to be interested in serving as mentors. Findings have implications for improving undergraduate research experiences, since the success of training programs hinges on engaging highly motivated faculty members as mentors. 相似文献
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《The Journal of educational research》2012,105(5):316-329
ABSTRACT Though the knowledge base on mentoring new teachers has grown exponentially in the past 30 years, researchers know less about university involvement in induction, and even less about the role that faculty mentors may play in induction. Drawing on interview, e-mail, and observational data from a yearlong mentoring relationship between a faculty mentor and 7 new teachers, the author examined a faculty mentor's role in supporting beginning teachers. Findings highlight the importance of identity development in assuming a cross-institutional role as a faculty mentor. The transition from teacher educator to teacher mentor requires the development of a mentor identity that is recognized and valued in the community of practice inhabited by classroom teachers. 相似文献
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Maureen Vandermaas-Peeler Paul C. Miller Tim Peeples 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):377-393
Although an increasing number of studies have examined students’ participation in undergraduate research (UR), little is known about faculty perceptions of mentoring in this context. The purpose of this exploratory study was to investigate four aspects of mentoring UR, including how faculty define high-quality UR mentoring and operationalize it in practice; what the perceived benefits and challenges of UR participation are for mentors and students; how mentoring relates to faculty perceptions of their other roles (teachers, advisors, and scholars); and how participation in various communities of practice influences UR mentoring. Sixty faculty respondents at a private, midsized comprehensive institution completed an online survey. In a series of qualitative analyses, responses to open-ended questions were coded as instrumental, psychosocial, or blended. Analyses revealed that faculty perceptions of UR mentoring were impacted by faculty approach to UR mentoring and faculty rank. These findings may be helpful in the development of UR programs and faculty support programming. 相似文献