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Teaching Ability of Instructors Belonging to Midwifery Schools

机译：助产学校教员的教学能力

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摘要

The purpose of the present survey was to evaluate the teaching ability of instructors working in midwives' schools. A questionnaire survey on teaching ability (five types of ability: designing academic subjects, developing curriculums, developing educational methods, supporting students, and educational evaluation - 23 items) was conducted, involving 238 teachers in midwifery working for vocational schools and college-related educational institutions, and the results were analyzed according to the educational institute, position, and period of experience. 1. Regarding instructors in midwifery working for vocational schools and college-related institutions, teaching ability scores obtained by teaching staff in high positions and with many years of experience were high, which suggested improvements in their teaching skills. There was no marked difference in the teaching ability between the two groups. 2. Scores for most items received by assistants and associate professors working in college-related educational institutions were lower than the standards. They are required to undergo structured training after being recruited. 3. The ability to support students was high in teachers working for both vocational schools and college-related institutions, and even those with one or two years of experience. This is regarded as an essential ability that all teachers are required to have. 4. Regarding abilities for developing educational methods, designing academic subjects, developing curriculums, and educational evaluation, teachers with more than six to ten years of experience received scores higher than the standards. This suggested that it takes ten years or longer for teachers to develop a standard level of general teaching ability. 5. There was a significant correlation (r=0.482) between their teaching experience (expressed as the number of years) and total teaching ability scores, whereas their clinical experience was not related to the total scores. Conclusion It is important to establish an "educational ladder" (to develop practical teaching skills) and training (for newly recruited midwifery teachers) systems, as measures to help teachers develop the required teaching abilities in a structured manner, in order to maintain and improve the quality of midwifery education.
机译：本次调查的目的是评估在助产士学校工作的教师的教学能力。进行了关于教学能力（五种能力：设计学科，开发课程，开发教育方法，支持学生和教育评估的23种项目）的问卷调查，涉及238名在职学校和大学相关教育工作的助产教师机构，并根据教育机构，职位和经验期限对结果进行分析。 1.关于在职业学校和与大学有关的机构中从事助产工作的讲师，具有较高职位和多年经验的教职工获得的教学能力得分较高，这表明他们的教学技能有所提高。两组之间的教学能力没有显着差异。 2.在与大学有关的教育机构工作的助理和副教授收到的大多数项目得分均低于标准。他们被招募后必须接受结构化培训。 3.在职业学校和与大学有关的机构中工作的教师，甚至具有一两年经验的教师中，支持学生的能力都很高。这被认为是所有教师都必须具备的一项基本能力。 4.在开发教育方法，设计学科，开发课程和进行教育评估的能力方面，具有六至十年以上经验的教师的得分高于标准。这表明教师要达到标准水平的通用教学能力需要十年甚至更长的时间。 5.他们的教学经验（以年数表示）与总教学能力得分之间存在显着相关性（r = 0.482），而他们的临床经验与总得分无关。结论建立“教育阶梯”（发展实用的教学技能）和培训（针对新聘助产士的教师）系统非常重要，这是帮助教师以结构化方式发展所需教学能力的措施，以保持和改善助产教育的质量。

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