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A Professional Development Framework for Higher Education Science Faculty that Improves Student Learning
BioScience ( IF 10.1 ) Pub Date : 2021-04-01 , DOI: 10.1093/biosci/biab050 Peter C Cormas 1 , Gregg Gould 1 , Louise Nicholson 1 , Kyle C Fredrick 1 , S Y Doan 2
BioScience ( IF 10.1 ) Pub Date : 2021-04-01 , DOI: 10.1093/biosci/biab050 Peter C Cormas 1 , Gregg Gould 1 , Louise Nicholson 1 , Kyle C Fredrick 1 , S Y Doan 2
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A recent impetus for the transformation of undergraduate science instruction to improve student learning has prompted stakeholders to support professional development (PD) of higher education science faculty (instructors). In turn, stakeholders have created successful PD for instructors on the basis of research in K–12 teacher PD. However, there is no framework for PD of instructors that has been linked to student learning. The purpose of this literature review and theoretical work is to organize instructors’ PD research within a sequential framework for K–12 PD that has been linked to student learning, to examine limited evidence of student learning yielded from the PD of instructors, to determine whether and to what extent the entire sequence of the framework has been evaluated in PD for instructors, and to use a ubiquitous form of PD known as learning communities as a practical example for how to design, implement, and evaluate PD with the framework.
中文翻译:
提高学生学习的高等教育科学教师的专业发展框架
最近推动本科科学教学转型以改善学生学习的推动力促使利益相关者支持高等教育科学教师(教师)的专业发展(PD)。反过来,利益相关者在 K-12 教师 PD 研究的基础上为教师创造了成功的 PD。但是,没有与学生学习相关的教师 PD 框架。本文献回顾和理论工作的目的是在与学生学习相关的 K-12 PD 的顺序框架内组织教师的 PD 研究,检查教师 PD 产生的学生学习的有限证据,以确定是否以及在多大程度上已在 PD 中对教师的整个框架序列进行了评估,
更新日期:2021-04-01
中文翻译:
提高学生学习的高等教育科学教师的专业发展框架
最近推动本科科学教学转型以改善学生学习的推动力促使利益相关者支持高等教育科学教师(教师)的专业发展(PD)。反过来,利益相关者在 K-12 教师 PD 研究的基础上为教师创造了成功的 PD。但是,没有与学生学习相关的教师 PD 框架。本文献回顾和理论工作的目的是在与学生学习相关的 K-12 PD 的顺序框架内组织教师的 PD 研究,检查教师 PD 产生的学生学习的有限证据,以确定是否以及在多大程度上已在 PD 中对教师的整个框架序列进行了评估,