Chambers D W, Geissberger M, Leknius C
School of Dentistry, University of the Pacific, San Francisco, CA 94115, USA.
Eur J Dent Educ. 2004 Nov;8(4):147-51. doi: 10.1111/j.1600-0579.2004.00340.x.
It is hypothesised that dental educators have perceptions of their roles as effective teachers. It is expected that subject matter expertise would be amongst the components of such personal philosophies of education, but it is unclear whether faculty member self-perceptions carry over into student ratings of instructors' effectiveness. A 20-item survey of 'Teaching Characteristics' was completed by 86% of full-time and 64% of the part-time faculty members at the University of the Pacific. Respondents distributed 100 points amongst the descriptions of what makes an effective instructor. The responses were factor-analysed, resulting in four general faculty 'types' that explained about 50% of the variance in ratings: expert, enthusiast, judicial and good soldier. Student ratings for the 2 years running up to the date of the survey administration were used to gauge student perceptions of instructor effectiveness. Faculty members who placed emphasis on expertise as key to being a good instructor received significantly lower ratings for teacher effectiveness from students than did other faculty members. Faculty members who conceived their roles as motivating students, explaining difficult concepts, displaying interest in the subject, showing compassion and caring, and being proactive tended to receive high ratings for teaching effectiveness from students.
据推测，牙科教育工作者对自己作为高效教师的角色有认知。预计学科专业知识会是此类个人教育理念的组成部分，但尚不清楚教师的自我认知是否会转化为学生对教师教学效果的评价。太平洋大学86%的全职教师和64%的兼职教师完成了一项关于“教学特点”的20项调查。受访者在描述高效教师的各个方面分配100分。对这些回答进行因子分析，得出四种一般教师“类型”，它们解释了约50%的评分差异：专家型、热情型、评判型和好士兵型。在调查实施日期前连续两年的学生评分被用来衡量学生对教师教学效果的看法。强调专业知识是成为优秀教师关键的教师，学生对其教学效果的评分显著低于其他教师。将自己的角色视为激励学生、解释难懂概念、表现出对学科的兴趣、展现同情与关怀以及积极主动的教师，往往会获得学生对其教学效果的高评分。
