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引文資料
題名:
高等教育教師教學培訓課程之研究
書刊名:
課程與教學
作者:
陳琦媛
作者(外文):
Chen, Chi-yuan
出版日期:
2014
卷期:
17:1
頁次:
頁1-30
主題關鍵詞:
高等教育
;
教學專業發展
;
教學培訓課程
;
Higher education
;
Teaching professional development
;
Teaching training program
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
2
) 博士論文(
1
) 專書(0) 專書論文(0)
排除自我引用:
1
共同引用:
50
點閱:77
本研究旨在探討國外大學推動教師教學培訓課程之經驗以供我國參考,選取英國、澳洲、紐西蘭、香港、新加坡五國各三所,共十五所頂尖大學,分析各大學所開設高等教育教學訓練課程之內涵,訪談其中五所大學教學發展單位主管,以蒐集各國大學發展教學培訓課程之經驗,並訪談國內九所大學之教學發展專責單位主管,瞭解我國高等教育環境實施教學培訓課程需考量之面向。研究結果發現外國高等教育教學培訓課程可分為長期認證課程和短期培訓課程,其課程設計過程嚴謹,內容強調實用性,呈現方式多元化是為其特色;雖具有正向成效,然而亦有教師重研究輕教學的態度和課程增加工作負擔之主要難題。我國大學目前的教學專業發展以演講和教學相關經驗分享為主,未來若要發展教學培訓課程,宜以我國高等教育背景和需求為基礎,強化課程內容與師資的專業性,增加教師參與運用和互動交流的機會,以提高教師參與的意願和實施成效。
以文找文
The purpose of this study is to give suggestions for developing academic teaching profession in higher education in Taiwan. To achieve this, this research selected the top three universities each in Australia, New Zealand, Singapore, Hong Kong, and the United Kingdom. After interviewing the managers of the teaching training programs in these universities, the content and the experience of carrying out the programs have also been collated as well as the teaching certificate programs got compared. In addition, nine managers of the teaching development centers in Taiwan universities were interviewed and their opinions of the practicability of teaching training program in Taiwan's academia were collected, too. It was found that the teaching training programs offered by the sample universities were divided into long-term teaching certificate programs and short-term teaching training programs. The process for developing the program was holistic, the contents were practicable, and the teachers were all encouraged participating in the program. The results showed a high level of effectiveness in these programs. However, the challenges lie with the attitude that teachers focus more attention on research than teaching and with a belief that the teacher's workload would definitely increase during conducting the program. In Taiwan, organized speeches and workshops are the most prevalent events in teaching development. It hence can be concluded that if a university wants to develop sounding programs of teaching training for her faculty, the programs should be based on the teachers' backgrounds, as well as on their needs. They should also be professional and full of rich contents in all the program lectures. Moreover, increasing the teacher participation, making the programs more practicable, motivational, and interactive to increase the program effectiveness are also necessary. Based on the findings, some further suggestions have been proposed, too, for the higher education in Taiwan.
以文找文
期刊論文
1.
Ho, A.、Watkins, D.、Kelly, M.(2001)。The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme。Higher Education,42,143-169。
2.
李振清(20060900)。建立有效教學機制--教師發展是高等教育評鑑的核心議題。評鑑雙月刊,9(3),9-12。
延伸查詢
3.
張媛甯、郭重明(2010)。大學教師專業發展之初探。學校行政雙月刊,71,194-213。
延伸查詢
4.
Brew, A.、Lublin, J.(1997)。The longer-term effects of informal programs of teaching development。Research and Development in Higher Education,20,126-130。
5.
Halliday, J.、Soden, R.(1998)。Facilitating changes in lecturers, understanding of learning。Teaching in Higher Education,3(1),21-36。
6.
Rust, C.(1998)。The impact of educational development workshops on teachers’ practice。International Journal of Academic Development,3(1),72-80。
7.
Rust, C.(2000)。Do initial training courses have an impact on university teaching? The evidence from two evaluative studies of one course。Innovations in Education and Training International,37(3),254-262。
8.
Postareff, L.、Lindblom-Ylänne, S.、Nevgi, A.(200807)。A follow-up study of the effect of pedagogical training on teaching in higher education。Higher Education: An International Journal of Higher Education and Education Planning,56(1),29-43。
9.
王令宜(20041000)。大學教師教學專業發展理論與實務。教育研究,126,60-72。
延伸查詢
10.
陳碧祥(20010900)。我國大學教師升等制度與教師專業成長及學校發展定位關係之探究。國立臺北師範學院學報,14,163-205+207-208。
延伸查詢
11.
Cilliers, F. J.、Herman, N.(2010)。Impact of an educational development programme on teaching practice of academics at a research-intensive university。International journal for academic development,15(3),253-267。
12.
Donnelly, R.(2008)。Supporting teacher education through a combined model of philosophical, collaborative and experiential learning。Journal of the scholarship of teaching and learning,9(1),35-63。
13.
Gibbs, G.、Coffey, M.(2004)。The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their Students。Active Learning in Higher Education,5(1),87-100。
14.
Ginns, P.、Kitay, J.、Prosser, M.(2008)。Developing conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher Education。International journal for academic development,13(3),175-185。
15.
Hanbury, A.、Prosser, M.、Rickinson, M.(2008)。The differential impact of UK accredited teaching development programmes on academics' approaches to teaching。Studies in Higher Education,33(4),469-483。
16.
Light, G.、Calkins, S.、Luna, M.、Drane, D.(2009)。Assessing the impact of a year-long faculty development program on faculty approaches to teaching。International Journal of Teaching and Learning in Higher Education,20(2),168-181。
會議論文
1.
Chen, C. Y.(2011)。The Application of Teaching Quality Improvement Strategies in Higher Education。Asia-Pacific Association for International Education 2011 Conference。Taipei。
2.
陳琦媛(2011)。英國高等教育教學認證課程之研究。教師素質之國際比較國際研討會。高雄。
延伸查詢
研究報告
1.
Prebble, T.、Hargraves, H.、Leach, L.、Naidoo, K.、Suddaby G.、Zepke, N.(2005)。Impact of Student Support Services and Academic Development Programmes on Student Outcomes in Undergraduate Tertiary Study: A Synthesis of the Research。New Zealand。
圖書
1.
Boice, R.(1992)。The new faculty member: Supporting and fostering professional development。San Francisco, CA:Jossey-Bass。
2.
Martin, E.、Ramsden, P.(1994)。Effectiveness and efficiency of courses in teaching methods for recently appointed academic staff。Canberra:Australian Government Publishing Service。
3.
McKeachie, W. J.(1999)。Teaching tips: Strategies, research, and theory for college and university teachers。Boston, MA:Houghton Mifflin。
4.
教育部(2011)。中華民國教育統計。臺北:教育部。
延伸查詢
其他
1.
Haynes, D.(1999)。What impacts do tertiary teacher education courses have upon practice?,http://www.herdsa.org.au/wp-content/uploads/conference/1999/pdf/HaynesD.PDF。
2.
The Hong Kong Polytechnic University.(2011)。Certificate in university teaching,http://edc.polyu.edu.hk/prog/cut/index.htm。
3.
Wames, M.(2008)。The effects of post-graduate certificates,http://www.medev.ac.uk/news/2861/view。
4.
Dearn, J.,Fraser, K.,Ryan, T.(2002)。Investigation into the provision of professional development for university teaching in Australia: A discussion paper,http://www.dest.gov.au/archive/highered/pubs/uni_teaching/uniteaching.pdf。
5.
Knight, P.(2006)。The effects of post-graduate certificates,http://kn.open.ac.uk/public/document.cfm?docid=8640。
6.
Prosser, M.,Rickinson, M.,Bence, V.,Hanbury, A.,Kulej, M.(2006)。Formative Evaluation of Accredited Programmes,http://www.heacademy.ac.uk/assets/documents/research/formative_evaluation_of_accredited_programmes_may_2006.pdf。
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