Boston University School of Medicine, MA 02118, USA.
CBE Life Sci Educ. 2010 Summer;9(2):80-6. doi: 10.1187/cbe.09-09-0060.
Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator.
尽管本科生长期以来一直在文科学院和大学担任基础科学课程的助教，但教育机构通常不为这些学生提供探索科学教学和教育学的机会。在布兰迪斯大学，我们设计了一门实习课程，以帮助提高本科助教的教学法动机、理解和知识，该课程与他们的教学职责同时进行。每周与教师导师的会议由当前科学教育文献的阅读指导，整个学期学生都被要求根据讨论的教学框架开发新的课程材料。为了评估该课程的有效性，我们在学期末对学生进行了调查。我们发现学生在教学方面的信心水平总体上有所提高，对科学教育中面临的困难有了更好的认识。所有参加该课程的学生都表示有兴趣参加未来的教育实习。我们相信，“教育青年教育者”实习有可能成为一个催化剂，帮助新手从一个普通的年轻人成长为有见识的年轻教育者。
