摘要
采用系统性文献综述法筛选国外近二十年高校教师教学发展项目评估研究的42篇文献进行系统分析,结果发现:已有研究基于评估目的运用多元化研究方法;评估对象包括参与教师、教师同事、学生及管理人员等教师发展利益相关者;评估框架采用有效教师专业发展标准、专业发展评价模型等多项理论与模型;评估内容高度关注教师课程教学设计能力提升与教师发展共同体。基于柯氏评估模型对样本文献的实施成效进行评估,发现大多数项目能有效促进教师知识技能提升与实践行为改变。未来中国高校教师教学发展项目评估研究需强化实证研究设计,拓展教师发展实施成效的评估视域,运用多元评估方法为展现教师教学发展项目的实施成效提供证据,重视项目实施效果的跟踪评估与长效反馈等。
This study systematically reviews 42 foreign empirical research articles in the last twenty years to assess the effectiveness of university faculty teaching development programs.The findings indicate that existing studies employ a variety of research methods tailored to specific evaluation objectives.The evaluations encompass stakeholders in faculty teaching development,including participating faculty,colleagues,students,administrators and organizations.The frameworks used for assessment are grounded in various theories and models such as Effective Teacher Professional Development Standards and Professional Development Evaluation Models,with a particular focus on enhancing teachers'curriculum and instructional design capabilities and the development of teacher communities.Utilizing Kirkpatrick's Evaluation Model,the study concludes that most programs effectively foster enhancements in teachers'knowledge,skills,and practical behaviors.Future evaluations of faculty teaching development programs in Chinese universities should emphasize robust empirical research designs,broaden the scope of effectiveness evaluation,employ diverse methods to demonstrate program impact,and focus on the longitudinal assessment and feedback of implementation outcomes.
作者
段戴平
王欣雨
丁林
DUAN Dai-ping;WANG Xin-yu;DING Lin(Lanzhou University,Lanzhou 730000,China;The Ohio State University,Columbus 43210,USA)
出处
《黑龙江高教研究》
北大核心
2024年第7期119-126,共8页
Heilongjiang Researches on Higher Education
基金
教育部人文社会科学研究青年项目“基于卓越教学理念的一流大学教学质量评价体系研究”(编号:19YJC880020)。
关键词
高校教师教学发展项目
实施成效评估
系统性文献综述法
柯氏评估模型
faculty teaching development programs
evaluation of implementation effectiveness
systematic literature review
Kirkpatrick's Evaluation Model
