‘ 教师及教学发展 ’ 是一种专业 : 国际文献 有关 的论述

2. ‘教师及教学发展’ 是一种专业:国际文献有关的论述 • Is educational development yet a profession? Certainly we have many of the characteristics of a profession: national societies, some agreed upon terminology, the beginnings of an accreditation process, academic journals, and the first pieces of the conceptual basis for what we do. (Knapper, 1998) • … educational development is fast becoming both an established field of studyand arecognized professional role in most institutions of higher education in the UK. (Gosling, 2001) • Over the decades, … faculty development has become a professional field in which individuals acquire specific skills for supporting the professional growth of faculty colleagues (Sorcinelli, Austin, Eddy, & Beach, 2006)

3. ‘教师及教学发展’ 专业的标志 • 业内认同的专业领域的定义和工作范围 • 专门的理论基础,知识体系和专业能力 • 从业人员的培训及认证 • 专业协会 (Knapper, 1998)

4. ‘教师及教学发展’ 专业的标志 • 业内认同的专业领域的定义和工作范围 • 专门的理论基础,知识体系和专业能力 • 从业人员的培训及认证 • 专业协会 (Knapper, 1998)

5. ‘教师及教学发展’ 的工作范围 • 促进与教和学相关的发展,目标是提高教和学的质量 • 国际经验是从三方面进行

6. 例子:香港理工大学教学发展中心 (EDC)http://edc.polyu.edu.hk

7. EDC的目标

8. 教师发展 与 教学发展工作 • 教师发展培训课程 • 工作坊 • 实践经验分享会 • 教学咨询 • 教学实践支援 • 为教师提供网络资源 • 宣传优秀教学的案例

9. 一些提升教师教学能力的工作坊主题 • Becoming a skillful teacher • Effective presentation skills • The First Week of Class: Preparing Yourself, Preparing Your Students • How learner-centered is my classroom? • Motivating students to prepare for class • Effective questioning techniques • Setting good assessment questions • Giving feedback to improve student learning • Helping students to become good learners • What teachers can do to deter student plagiarism • Seven principles for good practice in large classes • Classroom management strategies • Managing your academic career • ……

10. 一些提倡新教学法的工作坊主题 • Inquiry-based Learning using Problems, Cases and Projects • Establishing a Learning Contract with Your Students • Developing Service Learning Initiatives across the Curriculum • Teaching the Freshman Seminars • Assessing Complex Learning in Capstone Units • Interactive Lectures: From Passive Listening to Active Learning • Experiential Learning: Linking theory and practice to enhance learning • Outcome-Based Education: What is it all about? • Criterion-Referenced Assessment: What Is It and How to Do it? • Supporting Students' Workplace Learning through Case Portfolios • Rich resources for eLearning • Mobile Learning: What's Out There? • Technology Enhanced Interactive Classroom • ……

11. 机构发展工作 • 支援管理层策划及推动策略发展项目 • 支援系主任、课程主任等做好变革管理 • 支援教师执行大学的策略发展项目 • 评估策略发展项目的成效 • 支持教学领域的委员会和工作小组 • 统筹教学发展补助金发放及管理受资助项目

12. 理大教学策畧发展的支援 • 课程修订/改革 • 活化教与学 • 教学评价 • 成果为本教育及学习成果评核 • 标准参照评核法 • 校企协作教育 • ……

13. ‘教师及教学发展’ 专业的标志 • 业内认同的专业领域的定义和工作范围 • 专门的理论基础,知识体系和专业能力 • 从业人员的培训及认证 • 专业协会 (Knapper, 1998)

14. 理论基础 • Like our colleagues in other disciplines, educational development has borrowed substantially from other fields, such as educational psychology (e.g. research on approaches to learning), adult education (e.g. adult development and transformative learning), organizational behaviour (faculty attitudes and theories of change), and psychometrics (e.g. student evaluation of teaching). (Knapper 1998) • ‘教师及教学发展’ 的专业学问(Scholarship of academic development)也在迅速发展(Becher, 1989; Brew, 1995; Eggins and Macdonald, 2003; Webb, 1996)

15. ‘教师及教学发展’ 的专业知识和能力 • Over the decades, … faculty development has become a professional field in which individualsacquire specific skills for supporting the professional growth of faculty colleagues. (Sorcinelli et al., 2006) • 国际文献長期对所需知识和能力作探讨, e.g. Andresen, 1996; Chism, 2011; Dawson, et al., 2010; Sell & Chism, 1991; Sorcinelli, et al. 2006; Stanley, 2001; Zakrajsek, 2010 • 经验丰富的从业人员编写了专业实践指南, e.g. Gibbs et al., 1984-1988; Gillespie et al., 2010; Kahn & Baume, 2003; Lewis, et al., 2001

16. 主要工作需要的知识和能力

17. 培训课程, 工作坊(新教师培训, 持续进修, 提倡新教学法)

18. 咨询服务

19. 教学实践支援

20. 教学评价

21. 教师及教学发展人员的专业素质

22. Credible (successful, effective) AD people typically possess: (Andresen, 1996) • unique insights into teaching and learning, gained from their own research and practice of their own scholarship; • knowledge of the theory and practice of higher education as an area of study, and of the separate disciplines (philosophy, sociology, psychology, management, etc) on which it draws; • knowledge of how to go about studying and analysing educational settings to understand how they operate and how to improve them; • knowledge of how to analyse and find solutions to educational problems faced by university teachers and their students; • knowledge of how to appraise the quality of teaching and of student learning, critique the methods adopted by teachers and students, and communicate the results empathically and informatively to those concerned;

23. Credible (successful, effective) AD people typically possess: (cont’d) • ability to talk with teachers and students (listen, ask appropriate questions, observe and collect relevant evidence); • knowledge of how to facilitate teachers and students to talk about, reflect upon, inquire into, and work to improve, their own circumstances; • knowledge of how to design settings for quality learning by others and to implement and model competent and effective teaching styles and strategies; • knowledge of academic culture generally, of their own country's university system and of higher education institutional structures and intellectual culture in particular, with understanding of effective ways of working for change and development within that setting.

24. ‘Critical to the success of many centers was a high quality staff of instructional developers who … typically had • PhD’s in a variety of fields, • colleague teaching experience and • experience working with colleagues on teaching improvement. • Some had specialized expertise in • instructional technologies, • evaluation research, • course and program assessment, and • multicultural education to promote inclusivity.’ (Sorcinelli, et al. 2006)

25. 教师及教学发展人员招聘广告 • 广告样本来自以下机构之存档: • POD (US) • SEDA (UK) • HERDSA(AUS) • 搜寻年份: • Jan 2007- June 2011

26. 招聘广告明确开列的要求

27. 普遍的要求: 教学经验与教学能力 • 对教与学的精辟见解源于教学经验 • 教学经验为发展人员提供 ‘信誉’(credibility) • 对教师关切的问题有同理心 • 身体力行,示范卓越教学方法‘If academic developers are to encourage and facilitate pedagogically sound, theoretically based approaches to teaching and learning in others, they cannot get away with teaching in a manner that is not based in pedagogical principles informed by research.’(Bath & Smith 2004)

28. 保证教学能力的一些方法 • ‘Often, institutions recruit center director from the faculty rank, offering them partial or total release time from their customary duties for a limited term (for example three to five years).’ (Lee, 2010) • ‘… veteran faculty who, respected for their disciplinary and pedagogical expertise, are invited to focus their efforts on supporting their colleagues.’ (Cohen, 2010) • ‘Short-listed candidates will be required to give a live demonstrationof their teaching/facilitation skills.’ (HK PolyU)

29. ‘教师及教学发展’ 专业的标志 • 业内认同的专业领域的定义和工作范围 • 专门的理论基础,知识体系和专业能力 • 从业人员的培训及认证 • 专业协会 (Knapper, 1998)

30. 教师及教学发展人员职业发展途径:国际研究的发现教师及教学发展人员职业发展途径:国际研究的发现 • 他们有各种不同的教育背景,通过多样化的途径成为教师及教学发展人员 • 常见的背景 • 拥有广泛的工作经验 • 曾任教本科课程 • 对教学有浓厚的兴趣和才能 (Fraser,1999; McDonald, 2008; Stanley, 2001) • 教师及教学发展人员认证制度已在英国建立

31. 教师及教学发展人员的导入和培训 • 一般未经系统的正规培训 • 一些培训方法 • 在职实习 • 体验式学习(e.g.到有规模的中心作访问学者) • 研讨会、工作坊 • 修读有关的课程

32. ‘教师及教学发展’ 专业的标志 • 业内认同的专业领域的定义和工作范围 • 专门的理论基础,知识体系和专业能力 • 从业人员的培训及认证 • 专业协会 (Knapper, 1998)

33. ‘教师及教学发展’ 专业协会

34. 成立了专业学会的国家和地区* 比利时,加拿大,克罗地亚,丹麦,爱沙尼亚,芬兰,印度,以色列,日本,挪威,南非,西班牙,瑞典,瑞士,泰国, ... *按国家名称的英文字母顺序排列 *并非详尽无遗

35. 一些 ‘教师及教学发展’ 专业期刊 • International Journal of Academic Development http://www.tandf.co.uk/journals/titles/1360-144X.asp • Higher Education Research and Development http://www.tandf.co.uk/journals/carfax/07294360.html • Journal of Faculty Development http://newforums.metapress.com/content/121030/ • To Improve the Academy http://www.josseybass.com/WileyCDA/WileyTitle/productCd-1933371080.html

36. 参考文献 • Andresen, L. (1996). The work of academic development – occupational identity, standards of practice, and the virtues of association. International Journal for Academic Development, 1(1), 38-49. • Bath, D. & Smith, C. (2004). Academic developers: An academic tribe claiming their territory in higher education . International Journal for Academic Development, 9(1), 9-27. • Becher, T. (1989). Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. Buckingham: SRHE and Open University Press. • Brew, A. (ed.) (1995). Directions in Staff Development. Buckingham: SRHE and Open University Press. • Chism, N.V.N. (2011). Ready or Not? An International Study of the Preparation of Educational Developers. In To Improve the Academy . The Professional and Organisational Development Network in Higher Education. Stillwater, Oklahoma: New Forums Press, Inc. • Cohen, M.W. (2010). Listen, learn, lead: Getting started in faculty development. In K.H. Gillespie; D. Robertson & W.H. Bergquist (Eds.) Guide to Faculty Development : Practical Advice, Examples, and Resources. Hoboken, NH: Jossey-Bass.

37. 参考文献(续) • Dawson, D.; Britnell, J. & Hitchcock, A. (2010) Developing competency models of faculty developers: Using world cafe to foster dialogue. InTo Improve the Academy . The Professional and Organisational Development Network in Higher Education. Stillwater, Oklahoma: New Forums Press, Inc. • Eggins, H. & Macdonald, R. (eds.) (2003). The Scholarship of Academic Development. Buckingham: SRHE and Open University Press. • Fraser, K. (1999). Australasian academic developers: Entry into the profession and our own professional development. International Journal for Academic Development, 4(2), 89-101. • Gibbs, G., Habeshaw, T. & Habeshaw, S. (1984-1988). 53 Interesting Thins … Series. Bristol: Technical and Educational Series. • Gillespie; K.H., D. Robertson D. & W.H. Bergquist , W.H. (Eds.) (2010). Guide to Faculty Development : Practical Advice, Examples, and Resources. Hoboken, NH: Jossey-Bass. • Gosling, D. (2001). Educational development units in the UK – what are they doing five years on? International Journal for Academic Development, 6(1), 74-90. • Kahn, P., & Baume, D. (Eds.). (2003). A guide to staff and educational development. London: Kogan Page.

38. 参考文献(续) • Knapper , C. (1998). Editorial: Is academic development a profession? International Journal for Academic Development, 3(2), 93-96. • Lee , V. (2010). Program types and prototypes. In In K.H. Gillespie; D. Robertson & W.H. Bergquist (Eds.) Guide to Faculty Development : Practical Advice, Examples, and Resources. Hoboken, NH: Jossey-Bass. • Lewis, Karron G., & Lunde, Joyce T. Povlacs (2001). Face to Face: A Sourcebook for Individual Consultation Techniques for Faculty/Instructional Developers. Stillwater, Oklahoma: New Forums Press Inc. • McDonald, J. & Stockley, D. (2008). Pathways to the profession of educational development: an international perspectives. International Journal for Academic Development, 13(3), 213-218. • Sell, G.R. & Chism, N.V. (1991). Finding the right match: Staffing faculty development centers. In K. J. Zahorski , et al. (Eds.) To Improve the Academy: Resources for Student, Faculty, & Institutional Development. The Professional and Organisational Development Network in Higher Education. Stillwater, Oklahoma: New Forums Press, Inc.

39. 参考文献(续) • Sorcinelli, M.D., Austin, A., Eddy, P., & Beach, A. (2006). Creating the Future of Faculty Development: Learning from the Past, Understanding the Present. San Francisco: Jossey Bass. • Stanley, C.A. (2001) A review of the pipeline: The value of diversity in staffing teaching and learning centers in the new millennium. Journal of Faculty Development, 18(2), 75-86 • Webb, G. (1996). Understanding Staff Development. Buckingham: SRHE and Open University Press. • Zakrajsek, T.D. (2010). Important skills and knowledge. In In K.H. Gillespie; D. Robertson & W.H. Bergquist (Eds.) Guide to Faculty Development : Practical Advice, Examples, and Resources. Hoboken, NH: Jossey-Bass.