Department of Educational Administration and Policy, College of Dentistry, University of Florida, 8511 SW 7 Place, Gainesville, FL 32607, USA.
J Dent Educ. 2010 Nov;74(11):1245-54.
Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development initiatives was sustained.
先前的研究发现，参与课程提供了一种专业发展的手段，并导致教师信念和教学实践的改变。然而，与教育领域的大多数专业发展计划一样，人们对这些培训工作的可持续性知之甚少。本研究的指导研究问题如下：教学中的专业发展努力是否会导致教师观察到学习成果？在这项研究中，教学观察是主要的数据来源。十二名教师（牙科学院六名，健康与人类表现学院六名）在 2006 年秋季和 2007 年春季或 2008 年春季和夏季完成了两个为期六周的教学研讨会，他们被要求参加课堂观察和不超过四十五分钟的访谈。六名牙科学院的教师和健康与人类表现学院的三名教师同意参与这项研究。三名标准化评审员在 2008 年秋季、2009 年春季和 2009 年夏季进行了这些课堂观察。使用了一个活跃的教学评分表来评估课堂记录。研究结果表明，参与者经常或频繁地使用开放式问题或检查理解的问题。九名教师中有七名在整个教学过程中非常努力地与学生进行互动。六名参与者将实际或假设的案例描述融入其中，以说明教学与患者护理之间的联系，而六名参与者则利用了反思性实践。访谈结果证实了观察结果。总的来说，研究结果表明，参与者展示了在研讨会上教授的那些策略的整合，这些策略与教授批判性思维技能一致，并表明在专业发展计划中获得的学习是可持续的。
