ABSTRACT

Faculty-faculty conversations and student-faculty conversations typically unfold as separate forms of faculty learning. We present an approach to new faculty development through which faculty-faculty conversations in pedagogy seminars overlap with student-faculty conversations in pedagogical partnerships. Writing as three new faculty members and one academic developer in a bi-college consortium, we review scholarship on building trustful conversation in faculty development; present the overlapping forms of faculty-faculty and student-faculty conversation that constitute our approach; share how the three new faculty members developed voice and agency in their pedagogical practices; and note both challenges and other versions of this approach.

摘要

教师与教师的对话和学生与教师的对话通常作为教师学习的不同形式展开。我们提出了一种新教师发展的方法，通过这种方法，教学法研讨会中的教师-教师对话与教学伙伴关系中的学生-教师对话重叠。作为双学院联盟中的三名新教职员工和一名学术开发人员，我们审查了关于在教职员工发展中建立信任对话的奖学金；展示构成我们方法的教师-教师和学生-教师对话的重叠形式；分享三位新教职员工如何在他们的教学实践中发展发言权和能动性；并注意这种方法的挑战和其他版本。