بررسي تطبيقي رسالت‌ها و شيوه‌هاي آموزش مراکز رشد حرفه‌اي اعضای هیأت علمی در دانشگاه‌هاي برتر جهان
محورهای موضوعی :
بتول جمالی زواره
1
(دانشگاه اصفهان)
احمدرضا نصر اصفهانی
2
(دانشگاه اصفهان)
محمدرضا نیلی
3
(دانشگاه علامه طباطبايي)
کلید واژه: مراکز رشد حرفه¬, اي, رسالت¬, ها, تدریس و یادگیری, شيوه¬, هاي آموزش.,
چکیده مقاله :
هدف اين مقاله بررسي تطبيقي رسالت ها و شيوه هاي آموزش مراکز رشد حرفه اي اعضاي هیئت علمي در دانشگاه هاي برتر جهان مي باشد. به منظور دستيابي به اين هدف 15 دانشگاه برتر دنيا به صورت هدفمند و بر اساس رتبه بندي شانگهاي از پنج قاره جهان انتخاب شد و مراکز رشد حرفه اي اين دانشگاه ها در دو حيطه رسالت ها و اهداف و شيوه هاي آموزش مورد بررسي قرار گرفت. روش مورد استفاده در اين مطالعه تطبيقي- تحلیلی بوده است. در اين روش اطلاعات مورد نياز پژوهش با استفاده از اسناد و مدارک موجود جمع آوري شده است، سپس به صورت مقوله هاي مجزا طبقه بندي و مورد بررسي، تحليل و مقايسه قرار گرفت. نتايج اين پژوهش نشان داد ارتقاي کيفيت تدريس و يادگيري، ارتقاء پژوهش هاي دانشگاهي در حيطه تدريس و يادگيري و استفاده از تکنولوژي هاي جديد در تدريس و يادگيري سه هدف عمده ايجاد مراکز يادگيري و تدريس در دانشگاه هاي مورد بررسي بوده است. مهم ترين روش هاي آموزش برگزاري کارگاه، کنفرانس، سمينار و مشاوره، منتورینگ و دوره هاي مهارت آموزي می باشد.
Purpose of this article was comparative study the missions, goals and methods of training the faculty professional development centers in the world top universities. The 15 world top universities, based on the Shanghai ranking, was selected by targeted sampling method from 5 continents of the world, and studied the missions, goals and methods of training in professional development centers. The Bereday model used in this comparative study, in this method, the needed information for the research is collected by using existing documents and then, they were categorized into separate categories and analyzed and compared. The results showed that promoting the quality of teaching and learning, promoting university researches in teaching and learning and using new technologies in teaching and learning were three main goals of the establishment of learning and teaching centers in these universities. The most important training methods was workshops, conferences, seminars and counseling, mentoring and training courses.
1. Johannes C, Fendler J, Seidel T. Teachers’ perceptions of the learning environment and their knowledge base in a training program for novice university teachers, International Journal for Academic Development, 2013؛ 18(2): 152-165.
2. Baldwin R, DeZure D, Shaw A, Moretto, K. Mapping the terrain of mid-career faculty at a research university: Implications for faculty and academic leaders. Change, 2008; 40 (5): 46-55.
3. Aggarwal N. Faculty development in a flexible learning context, Procedia - Social and Behavioral Sciences, 2013; 93: 1329 – 1332.
4. Nworie J, Charles C, Charles, K J. Engaging higher education faculty in innovative professional, in: Villae-Angulo, L. M. & Alegre- Dela; University teaching and faculty development research, New Yourk: Nova Publisher; 2013.
5. Sorcinelli M, Austin, AE. Educational developers: The multiple structures and influences that support our work. New Directions for Teaching and Learning, 2010; 122: 25-36.
6. Fink LD. Improving the evaluation of college teaching. In K. H. Gillespie, L. R. Hilsen, & E. C. Wadsworth (Eds.), A guide to faculty development: Practical advice, examples, and resources, (pp.46-58), 2002.
7. Daneshmandi S, Fathi Vajargah K, Ghlichlee B. The application of mentoring method for university faculty members: A Review Study, Journal of Curriculum Studies. 2017; 14:77-102.
8. Levine-Sauberman, MH. A Case study of faculty development in a community college’s teaching and learning center, dissertation. Boston: Northeastern University; 2014.150p.
9. Torry, EJ. Faculty development centers in higher education: incorporating diversity and technology. dissertation. Florida: Atlantic University;2002.305p.
10. Flick L, Sadri P, Morrell PD, Wainwright C, Schepige, A. A cross disciplinestudy of reformed teaching by University science and mathematics faculty. School Science and Mathematics Journal, 2009;109(4): 197-211.
11. Glauser-Patton HM. A case study of university professor’s perception of their experience with faculty development, dissertation. Lincoln: University of Nebraska; 2010.118p.
12. Sorcinelli MD, Austin AE, Eddy PL, Beach AL. Creating the future of faculty development: Learning from the past, understanding the present. Bolton, MA: Anker Publishing, 2006.
13. McGowan WR, Graham CR. Factors contributing to improved teaching performance Innovative Higher Education, 2009; 34(3):161-171.
14. Lee V. Program types and prototypes. In K. J. Gillespie & D. L. Robertson (Eds.), A guide to faculty developmen (pp. 21-28). San Francisco, CA: Jossey-Bass. 2010
15. Daneshmandi S, Fathi Vajargah K, Chorasani A, Ghlichlee B. Exploring the Interaction between Mentor & Mentee in Mentoring of New Hired Faculty Members of Universities: Qualitative Approach, Quarterly Journal of Training and Development. 2017; 14:29-55.
16. Kalbasi A, Nasr AR. Investigating the necessity of creating new educational centers at our universities, Higher Education Letter, 2011: 13(4):9-28.
17. Zaresefat S, Dehghani M, Hakimzadeh R, Karami M, Salehi K. Null curricula for the professional development of faculty members of Iranian Universities: Ferdowsi University, Iran, Journal of Curriculum Studies, 2018;17:183-216
18. Center for the Promotion of Excellence in Higher Education, - The University Kyoto, cited 2018/01/20.Available from URL: www.highedu.kyoto-u.ac.jp/eng/
19. Innovation (CEI), The Hong Kong University of Science and Technology, cited 2018/01/20. Available from URL: www.highedu.kyoto-u.ac.jp/eng
20. Center for Instructional Resource. Chang Gung University. cited 2018/01/20. Available from: http://cfir.cgu.edu.tw/bin/home.php
21. Center for Development of Teaching & Learning, National University of Singapore. cited 2018/01/25. Available from URL: http://www.cdtl.nus.edu.sg
22. Institute for Teaching and Learning Innovation (ITaLI), University of Queensland. cited 2018/02/07. Available from URL, http://www.uq.edu.au/teaching-learning
23. Cambridge Centre for Teaching and Learning. cited 2018/01/26. Available from URL: https://www.cctl.cam.ac.uk
24. Oxford Learning Institute, University of Oxsford. cited 2018/01/29. Available from URL: http://www.learning.ox.ac.uk/pdr
25. Centre for Teaching and Learning, Aarhus University. cited 2018/02/07. Available from URL: http://cul.au.dk/en.
26. Centre for the Advancement of Teaching, Stockholm University. cited 2018/02/07. Available from URL: https://www.su.se/ceul/english
27. Office of the vice-provost for teaching and learning, Stanford University. cited 2018/01/26. Available from URL: https://vptl.stanford.edu/getting-started-vptl
28. Office of Faculty Development & Diversity, Harward University. cited 2018/01/26. Available from URL:/ https://faculty.harvard.edu
29. Centre for Teaching and Learning, University of Alberta. cited 2018/02/02. Available from URL:https://www.ualberta.ca/centre-for-teaching-and-learning
30. The Centre for Teaching and Learning،University of Toronto. cited 2018/02/03. Available from URL: http://www.utsc.utoronto.ca/ctl/welcome-centre-teaching-and-learning.
31. Centre for Innovation in Learning and Teaching, University of Cape Town. cited 2018/01/16. available from URL: http://www.uct.ac.za/main/teaching-and-learning,
32. Teaching & Learning Office in University of KwaZulu-Natal. cited 2018/01/16. Available from URL: http://utlo.ukzn.ac.za.
33. Grave WD, Zanting A, Mansvelder-Longayroux, DD, Molenaar WM. Workshops and seminars: Enhancing effectiveness, In: Yvonne Steinert(ed), Faculty development in the health professions: A Focus on Research and Practice, London: Springer, 2014.
34. Daneshmandi S, Fathi Vajargah K, khorasani A. Ghlichlee B. Studying the consequences of applying mentoring in order to empowering new faculty members: Content Analysis, New Approach in Educational Management,2018;9(2):105-128.
35. Ellis DE, Ortquist- Ahrens A. Practical suggestions for programs and activities, In: In K. J. Gillespie & D. L. Robertson (Eds.), A guide to faculty development (pp. 117-132). San Francisco, CA: Jossey-Bass. 2010.
36. Mosapoor, N. preface, in: An introduction to teaching at university towards professorship, Mehrmohammady Et al. Tehran: tarbiat madares university,2012.
37. Groccia J. Why faculty development? Why now, In A. Saroyan and Mariane Frenay(ed),] Building teaching capacities in higher education, A Comprehensive International Mode [l, (pp. 1-20). Stylus Publishing;2010
38. McKee, WC, Tew, MW. Setting the stage for teaching and learning in American higher education: Making the case for faculty development. NDTL. 2013; 133: 3-14.