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A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40

机译：对旨在提高教学效率的教师发展计划的系统评估：十年更新：BEME指南40

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Background: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building.Methods: This review included 111 studies (between 2002 and 2012) that met the review criteria.Findings: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional community building, longitudinal program design, and institutional support.Conclusion: This review holds implications for practice and research. Moving forward, we should build on current success, broaden the focus beyond individual teaching effectiveness, develop programs that extend over time, promote workplace learning, foster community development, and secure institutional support. We should also embed studies in a theoretical framework, conduct more qualitative and mixed methods studies, assess behavioral and organizational change, evaluate transfer to practice, analyse key features, and explore the role of faculty development within the larger organizational context.
机译：背景：本次审查侧重于旨在提高教学效率的教师发展计划，与干预类型，研究特征，个人和组织成果，关键特征和社区建设有关的综合发现。方法：本次审查包括111项研究（2002年至2007年之间）。 2012年），符合审查标准。发现：对教师发展计划的总体满意度很高。参与者报告说，他们对有效的教育实践充满了信心，热情和意识。人们经常注意到获得的知识和技能以及自我报告的教学行为变化。观察到的行为变化包括加强教学实践，新的教育举措，新的领导职位以及增加的学术产出。组织变更很少进行。主要功能包括：循证教育设计，相关内容，体验式学习，反馈和反思，教育项目，有意社区建设，纵向计划设计和机构支持。结论：本评价对实践和研究具有启示意义。展望未来，我们应以当前的成功为基础，将重点扩大到个人教学之外，制定随着时间的推移而扩展的计划，促进工作场所学习，促进社区发展，并获得机构的支持。我们还应将研究纳入理论框架，进行更多定性和混合方法研究，评估行为和组织变革，评估向实践的转移，分析关键特征，并探索在更大的组织环境中教师发展的作用。

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