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Determining the Professional Development Needs of Faculty in a College of Agriculture

机译：确定农业学院教师的专业发展需求

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Even in difficult fiscal times it's essential for institutions to invest in faculty development to provide faculty with the necessary skills and training to advance them professionally, especially their teaching, which students consider the most important job of faculty. This study examined the professional development needs of faculty in the College of Agricultural Sciences and Technology at California State University, Fresno. It looked at their perceived level of teaching skill and their interestin teaching improvement. Faculty indicated "good" levels of skill in performing traditional teaching practices; however, in over half of the educational technologies examined faculty reported little to no skill. Respondents expressed at least some interest in improving on all of the instructional activities. Less interest was shown in further training related to the educational technology areas. The Borich needs assessment model was used to establish priority areas for future faculty development. The instructional priority areas were, using alternative teaching methods, effectively evaluating student learning, discovery learning methods, improving student reading and writing skills, and faculty self-evaluation of teaching effectiveness. The educational technology priority areas were, creating and editing digital videos, using interactive teaching technology, using multimedia tools, using Internet discussion groups, and utilizing video conferencing technology.
机译：即使在财政困难时期，机构投资于教师发展以向教师提供必要的技能和培训以使其专业发展（尤其是他们的教学）也必不可少，而学生认为这是教师最重要的工作。这项研究检查了加州州立大学弗雷斯诺分校农业科学与技术学院教师的专业发展需求。它考察了他们对教学技能的感知水平以及他们对教学改进的兴趣。教师在执行传统教学实践中显示出“良好”的技能水平;但是，在一半以上的教育技术中，教师报告的技能很少甚至没有。受访者至少对改善所有教学活动感兴趣。对与教育技术领域有关的进一步培训的兴趣减弱。 Borich需求评估模型用于确定未来教师发展的优先领域。教学重点领域是，使用替代教学方法，有效评估学生的学习，发现学习方法，提高学生的读写能力以及教师对教学效果的自我评估。教育技术的优先领域是创建和编辑数字视频，使用交互式教学技术，使用多媒体工具，使用Internet讨论组以及使用视频会议技术。

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    《NACTA Journal》 |2010年第4期|共7页
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  • 正文语种 eng
  • 中图分类 农业科学;
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