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A developmental conceptualization of the concerns of faculty members in higher education: Implications for the design of faculty development programs.

机译：高等教育中教师关注的发展概念化：对教师发展计划设计的启示。

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摘要

This study examined the concerns of faculty members related to their university positions at beginning, middle, and late career stages to determine whether there are distinct differences between the concerns at the three stages. Concerns were identified through a quantitative method involving the use of the Faculty Concerns Checklist (FCCL), a list of 74 concerns assessed by respondents according to a five-point Likert scale from "not concerned" to "extremely concerned." A qualitative method was also used and involved interviews with faculty about work-related concerns and forms of assistance they perceived as helpful. Faculty concerns and responses regarding preferred types of assistance were analyzed to determine how these concerns might be best addressed by faculty assistance and development programs.;Relevant data were obtained from 136 (32 early, 57 middle, and 47 late career stage) faculty from three American universities classified as Doctoral/Research Universities-Intensive who responded to the Faculty Concerns Checklist and 18 interviews with faculty.;Analysis of the FCCL found that the concerns of faculty were differentiated according to self and task scales but that impact scales were not significantly different. Concerns of all types were highest at the early career stage and lower at later stages, showing evidence of a developmental continuum that was consistent with Erikson's concept of adult development stages and Loevinger's ego developmental levels. Common to all stages were high levels of concern for balancing time between teaching and research and for student learning and growth. Early career stage faculty were greatly concerned about understanding expectations for performance.;The study concludes that faculty concerns can be addressed by extended orientation programs that help new faculty learn to allocate time among various workload responsibilities, faculty development programming that focuses on one-on-one attention to the needs of individuals within their classrooms, mentoring programs that encourage formative feedback on performance, and direct supervision that explicitly communicates performance expectations and detailed feedback following performance reviews.;Recommendations for additional research include exploration of future uses of the Checklist, advanced age faculty entering the teaching career, faculty views on the vagueness of evaluation criteria, teacher preparation, compensation concerns, and diversity issues.
机译：这项研究检查了教师在职业初期，中期和职业后期与他们的大学职位相关的关注点，以确定在这三个阶段之间关注点之间是否存在明显差异。通过使用“教师关注清单”（FCCL）的定量方法来确定关注，该关注清单由受访者根据从“不关注”到“极度关注”的五点李克特量表评估了74个关注点。还使用了定性方法，并与教师进行了访谈，讨论与工作有关的问题以及他们认为有用的帮助形式。分析了教师的偏爱和对首选助学类型的反应，以确定如何通过教职工的援助和发展计划来最好地解决这些担忧。;有关数据来自于三名员工中的136名（32名早期，57名中期和47名职业后期）归类为博士/研究型大学的美国大学，对“教师关注清单”做出了回应，并对18位教师进行了采访。；对FCCL的分析发现，教师的关注程度根据自我和任务量表而有所不同，但影响量表没有显着差异。在职业生涯的早期，所有类型的担忧最高，而在后期则更低，这表明发展连续性的证据与埃里克森的成人发展阶段的概念和洛芬格的自我发展水平相一致。所有阶段的共同点是高度关注平衡教学与研究之间的时间以及学生学习与成长的时间。进入职业生涯初期的教师非常关注理解对绩效的期望。研究得出结论，可以通过扩展的定向课程来解决教师的担忧，这些课程可以帮助新教师学习在各种工作量职责之间分配时间，而教师发展计划则侧重于一对一。一种关注个人在教室中的需求，指导计划以鼓励对表现的形成性反馈，以及直接监督以明确传达对表现的期望和在表现评论后的详细反馈。进一步研究的建议包括探索高级清单的使用年龄的教师进入教学职业，教师对评估标准的模糊性，教师的准备，薪酬问题和多样性问题持意见。

著录项

  • 作者

    Purnell, Jean Alberts.;

  • 作者单位

    University of the Pacific.;

  • 授予单位 University of the Pacific.;
  • 学科 Education Administration.;Education Higher.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 309 p.
  • 总页数 309
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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