“教学学术”视域下大学教师专业发展新解读

教学学术厘清了教学与科研之间的关系,对大学教师专业发展具有重要意义。高校应从组织、制度、机制、文化等几方面入手,积极构建促进大学教师教学学术水平提升的良好环境。教师要不断加强学习,注重反思与合作,提高教学学术水平,以促进自身专业发展。     

Engaging New Faculty in the Scholarship of Teaching

This article describes how scholarly teaching projects were conceived, implemented, and evaluated by junior faculty from a variety of disciplines at a medium-sized midwestern university. The authors explore: considerations in designing scholarly teaching projects, methods used to evaluate teaching effectiveness, and outcomes of the teaching projects. Finally, two of the teaching projects illustrate how junior faculty with diverse courses, class sizes, and teaching concerns approached the task of improving their teaching.     

The Scholarship of Teaching and Learning: Theory–Practice Integration in a Faculty Certificate Program

There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems.     

大学教师成为教学学术型教师之路径探讨

大学教师成为教学学术型教师的路径主要源自大学、大学管理者和大学教师自己，具体包括：大学、大学管理者和大学教师自己要认识与重视大学教学学术，学校要对教师开展职前和在职教学培训，大学教师要学习教学、进行教学实践、反思教学以及研究教学。     

LeaD-In: a cultural change model for peer review of teaching in higher education

Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.     

大学教师发展：教学学术的新视角

数以万计的大学教师发展问题亟待解决,这也是当前提高高等教育质量和建设高等教育强国面临的艰巨任务。引入教学学术理论,从教学学术的视角研究大学教师发展将具有重要意义。教育者、研究者和学习者角色的统一融合体就应该是大学教师最核心和最重要的角色,这样的角色定位有利于大学教师的发展。好的教学还应意味着,教师既是学者又是学生,因此应该加强教师与学生之间的交流,形成一个师生学习共同体。教师与教师之间的学习共同体和教师与学生之间的学习共同体都可以促进大学教师的发展,大学教师的发展也都需要这些学习共同体的熏陶和培养。每位教师都必须坚持忠诚的最高标准,既要重视教师职业道德修养也要加强学术道德修养。     

The impact of individual consultation on the teaching of younger versus older faculty

This study examines the effect of age of instructor on student ratings of teaching performance after individual consultation. Instructors self-presented over an 11-year period at a large Canadian university teaching service, where each received one of three interventions. End of term student ratings of the teaching of younger and older instructors are compared before consultation, immediately post consultation, and 1–3 years after year of consultation. Younger faculty obtained significantly improved ratings immediately after consultation, while older faculty achieved significant rating increases 1–3 years post consultation. Results from an earlier study on the impact of individual consultation on teacher ratings are reevaluated using this larger sample of faculty. Generally, results in this analysis parallel the original research. Consultation produced changes in student ratings both immediately after consultation as well as longitudinally, thus confirming the utility of intervention in producing enduring pedagogical improvements. Control analyses ensured that improvements were a result of the interventions and not an artefact of time.     

理解专业教学力量的精神觉醒

目前,全球范围的社会、经济和技术变革挑战着传统的知识和教育实践形式。为了回应这些挑战,世界各地的教育工作者致力于寻求建立新的角色、身份认同和关系。本文分析了在全球教育改革环境下教师面临的压力。通过从资深教师(有经验的教师)中搜集到的资料,本文认为在对挑战和关键事件的集体反思中,存在丰富的专业学习机会,在这些关键事件中教师的负疚感可以通过他们对个人成长和专业学习的选择而设法得到解决。通过建立追踪教师如何从滑向消极情绪中解放出来的理论框架,本文得出结论,强调了那些能够在日常专业生活中通过合作学习和利用内在力量重新发现深层价值的教师,有着内在的创造性能量。     

College and University Teaching

One form of professional development available to faculty is the opportunity to co-teach. Studies of team teaching report increased communication between teachers and students and improved retention and achievement. This article describes a multiyear collaboration between two faculty members that began with a training relationship and expanded into co-teaching. From this experience, the authors widened their knowledge of resources, added to their teaching repertoire, and created new projects and assignments. The co-teaching relationship led to examination of processes and outcomes of their teaching and co-writing. Over time, this professional experience has grown into an exchange of roles and responsibilities. Although this collaboration did not begin as a scholarship endeavor, it has become a long-lasting one built on trust and mutual interest.     

The Tale of Two Degrees: The Need and Power of the Doctor of Arts

Ph.D. programs train students to perform quality research but not necessarily to deliver quality undergraduate instruction. For students who want to develop such skills, and for universities interested in creating programs to combine broad disciplinary instruction with specialization in effective pedagogical practices, there is a Ph.D. alternative—the Doctor of Arts (D.A.). The D.A. is regarded as a Ph.D. equivalent and aims to better train students to be effective educators since the majority of academic positions are located at primarily undergraduate institutions, with substantially more faculty time consumed by teaching duties than research. A significant difference between traditional Ph.D. and D.A. students is the latter engage in scholarship of teaching and learning, through both topical seminars and participation in supervised teaching internships. Thirty years of job placement statistics gathered from Idaho State University D.A. programs indicate that graduates are well qualified to enter into faculty positions at a wide range of higher education institutions.     

美国大学教学学术运动

大学教学学术运动是近二十年来美国高等教育领域进行的最重要的改革。作者从大学教学学术在美国产生的背景、大学教学学术运动的发展、大学和教师回应新理念而进行的创新实践及大学教学学术的国际影响等几方面,对美国大学教学学术运动进行了初步阐述。     

Advancement towards the scholarship of teaching and learning through the writing of teaching portfolios

This study explores the impact academic teachers’ writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced impact relates to the three competence levels excellence, expertise and scholarship of teaching and learning. With regard to academic development, we conclude that the writing of reflective teaching portfolios has the potential of contributing to an emerging academic community of practice characterised by a scholarly approach to teaching and learning.     

The scholarship of teaching and learning: challenges for Malaysian academics

This paper explores the adoption of the scholarship of teaching and learning (SoTL) by 10 Malaysian university academics. SoTL was part of a pioneering sector-wide initiative for improving teaching and learning. The qualitative study showed that there had been no true learning phase for SoTL because academics had high expectations of rapid success in their new research area, including journal publication. Most of their peers did not understand or value SoTL and so SoTL researchers established minority self-sustaining groups across disciplines and universities. SoTL brought new ways of thinking about teaching that were transformational for the teacher but not necessarily welcomed by the students. Students resisted radical change, and teachers were drawn back to educational practices they no longer valued. SoTL was experienced in a hierarchical educational culture where questioning of self and others was difficult and this hindered teacher development. We conclude with recommendations about realistic expectations and the importance of social learning for those considering SoTL for academic development.     

The Faculty Development Portfolio: A Framework for Documenting the Professional Development of Faculty Developers

Portfolios are used for a variety of purposes in higher education. Two such purposes are the documentation of one's professional development for others and the improvement of one's own performance over time. This article discusses the concept of the faculty development portfolio and, in doing so, outlines the work of faculty development professionals. It also identifies characteristics of effective faculty development professionals and defines the steps involved in creating a faculty development portfolio. These steps include how to conceptualize, gather, and present evidence of items that can be used as a framework for faculty developers to consider when documenting their professional development for summative and formative purposes.     

Decoding learning in law: collaborative action towards the reshaping of university teaching and learning

At the University of the Free State (UFS) in South Africa, professional development is characterised by its focus on the advancement of scholarly teaching in the disciplines. Practices followed are informed by the scholarship of teaching and learning movement. Within learning communities, special attention is given to the motivational conditions for optimal development, which are intentionally and collaboratively created or enhanced. An action research approach is adhered to, with action learning always an underlying ingredient. The approach has already shown promising signs in advancing personal growth and scholarly teaching practices among lecturers in the Decoding Learning in Law project. The decoding idea originated in the USA and follows a process of identifying and addressing the discipline-specific learning problems of undergraduate students. As precursor to the more formal phase of decoding, the Centre for Teaching and Learning at the UFS has embarked on a process of empowering a group of lecturers in law to address the challenges they experience in their teaching environment. During meetings and workshops, the members of the newly established learning community act as collaborators in the construction of new knowledge on the theory and practice of good teaching and learning (with a special focus on student engagement); they reflect critically on obstacles in their own courses and take part actively in conversations on the application of innovative strategies in law teaching. Special attention is given to the use of educational technology. In the project, development of relevant technological skills was preceded by a technology-needs survey and discussions in which prevailing perceptions about the use of technology in law education were brought to light. Although the project is still in its first year, the motivational context of community and collaboration has already given rise to a synergy that promises to reshape the teaching and learning environment in law at the UFS. In an informal way, progress has also been made with the decoding process of identifying “bottlenecks” in the teaching and learning of law at the institution.     

农村初中数学骨干教师专业发展现状的调研与分析

通过问卷调查、座谈、访问等形式对农村初中数学骨干教师的专业发展现状开展调查研究,分析存在的问题并提出思考与建议。     

论教师专业化过程中大学教师的专业发展

大学教师专业发展是实现大学教师专业化的重要手段,而大学教师的专业发展有赖于良好的内在与外在环境,同时,大学教师专业发展的核心就是教学与科研的协调发展。而教学与科研并行发展的愿望和教学与科研不均衡发展的现实状况,要求我们应不断完善大学教师的科研与教学评价机制,而大学教师在关注教学质量的同时,也要充分意识到自己作为“学术人”的角色,提高自己的学术科研能力。     

Conceptualising institutional support for early,mid, and later career teachers

In this paper we argue that institutions need to support early career teachers to learn to teach in much the same way that students who are new to higher education are supported: through integrated and intentionally designed transition strategies. We take a published student transition typology and adapt it to identify ways of supporting early career teachers. We argue that strategies within each conception of our adapted typology are necessary to support a diverse cohort of higher education teachers, not only those who begin teaching each year, but those who are in their mid and later careers.     

Developing conceptions of teaching and the scholarship of teaching through a Graduate Certificate in Higher Education

There is increasing pressure toward professionalisation of university teaching, through the attendance of academic development courses and programmes. This is based on the expectation that such courses lead to more student‐focused perspectives on teaching and learning and more effective teaching and learning practices. In this study we interviewed alumni of a Graduate Certificate programme, to explore its effects on teachers’ self‐reported experiences of teaching and the scholarship of teaching. This suggested that the programme had been successful in fostering the development of more complex experiences for most interviewees.

En Australie comme à l’étranger, les pressions visant la professionnalisation de l’enseignement universitaire se font sentir, en particulier par la participation à des cours et des programmes de développement pédagogique. Ceci repose sur la prémisse selon laquelle les cours de développement pédagogique dans l’enseignement supérieur, du certificat postgradué au niveau master, mènent au développement de perspectives pédagogiques qui sont davantage centrées sur l’apprenant, de même qu’à l’adoption de pratiques pédagogiques davantage efficaces. Dans le cadre de cette étude, nous avons effectué des entretiens auprès de diplômés d’un programme de certificat postgradué de façon à explorer si le programme affectait les expériences d’enseignement et de Scholarship of Teaching de ces enseignants, telles qu’ils les rapportaient. Les témoignages autour de ces expériences suggèrent que le programme a réussi à favoriser le développement d’expériences davantage complexes pour la majorité des personnes interviewées.     

Reconceptualising academic work as professional practice: implications for academic development

Despite increasing research and scholarship in the area of academic development in recent years, it remains an under-theorised field of endeavour. The paper proposes that academic developers take a view on what constitutes academic work and see it as a form of professional practice. It discusses the features of practice theory that illuminate professional practice and identifies three foci for the application of these ideas within academic development: practice development, fostering learning-conducive work and deliberately locating activity within practice. It also suggests that academic development be viewed as a practice and points to features within its own traditions on which to build.