Supporting university content specialists in providing effective professional development: the educative role of evaluation     

Fran Arbaugh  Rose Marra  John K. Lannin  Ya-Wen Cheng  Dominike Merle-Johnson  Rena′ Smith 《Teacher Development》2016,20(4):538-556

Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’s Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts.  相似文献   

Combining the ‘why’ and ‘how’ of teaching sustainability: the case of the business school academics     

Joya A. Kemper  Paul W. Ballantine  C. Michael Hall 《Environmental Education Research》2019,25(12):1751-1774

Abstract

Faculty are key to bringing about ‘bottom-up’ change for sustainability education. Yet, research is still needed on the backgrounds and experiences of change agents in universities and the challenges they face. This study focuses on the marketing discipline, a field fraught with epistemological tensions in seeking to integrate sustainability, mainly revolving around profit maximisation and continuous consumption while living on a planet with finite resources. Semi-structured interviews were conducted with sustainability marketing academics in Australasia, Europe and North America. The contribution of this paper lies in the development of a sustainability educator typology linking why and how integration occurs. The sustainability ‘transformer’ wishes to engage in transformational learning, changing student mindsets, the ‘thinker’ wants to encourage critical thinking to bring about the discussion of worldviews, while the ‘actioner’ hopes ‘learning by doing’ (community projects) will provide an appreciation for sustainability. We discuss implications for those disciplines which struggle with philosophical tensions and colleague resistance to the integration of sustainability in the form of suggestions for professional development (i.e. creation of positive nature experiences) and pedagogical approaches (critical, transformative and community-service learning).  相似文献   

Master in oral biology program: A path to addressing the need for future dental educators          下载免费PDF全文

Margaret A. Jergenson  Laura C. Barritt  Barbara J. O'Kane  Neil S. Norton 《Anatomical sciences education》2017,10(6):607-612

In dental education, the anatomical sciences, which include gross anatomy, histology, embryology, and neuroanatomy, encompass an important component of the basic science curriculum. At Creighton University School of Dentistry, strength in anatomic science education has been coupled with a solid applicant pool to develop a novel Master of Science in Oral Biology, Anatomic Sciences track degree program. The program provides a heavy emphasis on developing teaching skills in predoctoral students as well as exposure to research processes to encourage the cohort to pursuing a career in academic dentistry. The individuals considered for this program are applicants for admission to the School of Dentistry that have not been accepted into the entering dental class for that year. The students undertake a two year curriculum, studying anatomic sciences with a special emphasis on teaching. The students also must complete a research project that requires a thesis. The students in the program are guaranteed acceptance to dental school upon successful completion of the program. After six years, the first ten students have received their Master of Science degrees and continued in dental school. The program is favorably viewed by the faculty and participating students. It is also considered successful by metrics. Nine of the ten graduates have said they would like to participate in academic dentistry in some capacity during their careers. Anat Sci Educ 10: 607–612. © 2017 American Association of Anatomists.  相似文献   

学生事务管理者的新转型——从批判性文化观点的视角分析     

李明忠 《外国教育研究》2004,31(9):26-28

学生事务管理者向新的角色转型是提高学生管理水平、培养高素质人才的重要途径。以女权主义、批判性理论、后现代主义和多元文化主义为基础的批判性文化观点对学生事务管理者的新转型具有重要的影响。于是，从强调民主、平等、关爱和多元文化的批判性文化观点入手，为分析学生事务管理者为何转型、向哪转型以及如何转型提供了一个新的视角。  相似文献   

Educators‘ perceptions of an in-service training programme     

《Africa Education Review》2013,10(1-2):67-83

Abstract

In-service training programmes for educators (INSET) in South Africa have a common objective, namely to support unqualified or underqualified educators to teach their subjects well. The Science, Technology, Environmental and Mathematics Education (STEME) outreach programme is an initiative of the University of South Africa to support these educators with skills and knowledge to teach these subjects efficiently. This article reports on an INSET programme for science teachers who took part in STEME and serves as a case study to investigate educators’ perceptions of the programme. The study, which involved a total of 13 educators, had two phases which were conducted during and after the INSET programme respectively. A focus group interview was conducted in the first phase while individual interviews were conducted in the second phase at the participants’ schools. Participants valued facilitators’ knowledge, continuous support and demonstration of new skills in practical real-life situations. Their main concern was applying the skills at their schools within present circumstances. This case study can serve to inform other service providers on what educators expect from INSET programmes.  相似文献   

The effectiveness of a course for helping educators cope with the demands of the IQMS     

《Africa Education Review》2013,10(2):342-355

Abstract

In 2004, the South African Education and Labour Relations Council announced that an agreement had been reached to integrate several existing programmes on quality management in education into a new programme entitled Integrated Quality Management System (IQMS) for School-based educators. In order to help educators in a particular Province of South Africa to cope with the demands of this programme, an Advanced Certificate in Education was instituted. The first cohort of teacher-students taking this particular ACE was subsequently subjected to an empirical survey intended to determine the effectiveness of the training. It was found that although the ACE was deemed to be generally helpful for meeting the IQMS requirements, it also failed in several respects. The survey also exposed several aspects of outcomes-based education with which school educators seem to be constantly struggling. Certain changes will have to be made to the ACE itself, but also to the current South African outcomes-based curriculum approach.  相似文献   

Conceptualising Curriculum Change     

Ronald Barnett  Gareth Parry  Kelly Coate 《Teaching in Higher Education》2013,18(4):435-449

Recent developments in UK higher education are turning attention to the undergraduate curriculum. Drawing on Lyotard's concept of performativity, this paper explores broad patterns of curriculum change in five subject areas. The curriculum is understood as an educational project forming identities founded in three domains: knowledge, action and self. Curriculum models are proposed that identify these components and their relationships with each other. The evidence suggests that the weightings and levels of integration of these components vary between the sciences and technology subjects, the arts and humanities, and professional courses. Attempts to develop curriculum strategies should take account of the patterns of curriculum components as they vary between the subject areas.  相似文献   

Working with students in higher education – professional conceptions of teacher educators     

Leah Shagrir 《Teaching in Higher Education》2013,18(8):783-794

The objective of this research is to identify the professional conceptions that guide teacher educators in their work with students, to learn about the nature of these conceptions and to distinguish among them. This aim is important because the conceptions formulated by those working in higher education guide their professional practice and affect their everyday conduct. Multidimensional categorical content analysis of the data shows that the conceptions can be characterized according to specific criteria. The research findings reveal three types of conceptions. The first conception is that the role of teacher-educators is to assist students in succeeding in their studies and to expand ties with them. The second conception is that teacher-educators should empower students and help them grow and construct their professional identity as teachers. The third conception is that in guiding their students teacher-educators should mediate between teaching theories and practices.  相似文献   

Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers     

A. Lin Goodwin  Clare Kosnik 《Teacher Development》2013,17(3):334-346

Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one’s professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in important ways.  相似文献   

Queens for a Day: Queer Eye for the Straight Guy and the Neoliberal Project     

Katherine Sender 《Critical Studies in Media Communication》2013,30(2):131-151

This paper moves beyond a conventional critique of gay stereotyping on Bravo's popular makeover show Queer Eye for the Straight Guy to consider how the show puts gay cultural expertise to work to reform a heterosexual masculinity that is compatible with the neoliberal moment. At issue are the newly public acknowledgement of gay taste and consumer expertise; the “crisis of masculinity” that requires that heterosexual men must now attend to their relationships, image, and domestic habitus; and the remaking of the straight guy as not only an improved romantic partner—the metrosexual—but a more flexible, employable worker. The author concludes by considering how camp deconstructs some of Queer Eye's most heteronormative aims, even while leaving its class and consumption rationales intact.  相似文献