Please use this identifier to cite or link to this item:
標題: 大學教師教學專業發展之問題與因應策略
The Issue and Strategies of Higher Education Faculty Professional Teaching Development
作者: 濮世緯
Shi Wei Pu
Feng Chien Lee
關鍵字: 大學教師;高校教師;教學專業發展;教學精進與調適;undefined;undefined;undefined;undefined
Project: 教育科學期刊, Volume 16, Issue 2, Page(s) 143-176

This study mainly focuses on the issues and the strategies of higher education faculty teaching professional development. The research is based on one university located in the northern part of Taiwan. In the year of 2017, ten sessions of qualitative semi-structured group interview were held from March to May. Twenty five full-time faculty members were interviewed (2 -3 interviewees per session). The main purpose of the interview focuses on the problems they met while teaching, including the practice of classroom teaching, the strategies of teaching adaptation, the resources of faculty teaching professional development, and faculty's expectation of school administration assistance. The results of the study suggest that direct motivation from faculty is an effective way to facilitate students' learning, such as encouraging students to develop their learning potentials, regularly updating teaching materials, bringing new technology to teaching to develop class interaction, applying both differentiated instruction and remedial teaching to narrow the big gap of students' learning ability, improving students' learning autonomy through group cooperation, developing students' learning strategies, their ability of critical thinking and advantage in job market, and understanding students' learning and life planning problems through teacher-student informal meeting. At the end of the research, the suggestions and advice about teacher professional development are given to the higher education faculty and the center for teaching and learning.
Appears in Collections:教育科學期刊 第16卷 第2期

Files in This Item:
File Description SizeFormat
98925-6.pdf2.39 MBAdobe PDFView/Open
Show full item record

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.