Prien E P, Khanna P
Memphis State University.
J Clin Psychol. 1990 Jul;46(4):524-34. doi: 10.1002/1097-4679(199007)46:4<524::aid-jclp2270460422>3.0.co;2-m.
This article focuses on the definition of faculty education and training models, as compared to student field placement job roles. Both faculty models and student roles are described in terms of tasks and job skills that were judged important. An inverse factor analysis was performed for the task importance judgements, separately for the faculty sample and the student sample. Group membership was used to calculate both task and job skill profiles. Those profiles were compared to determine the similarities and differences between the faculty and student models. Overall, there is a lack of similarity between faculty members' education and training models and student field placement job roles, as identified by the multidomain job analysis technique. One must conclude either that the faculty models represent a developmental view, rather than the current reality as represented by field placement jobs, or that those jobs are artificial roles that are irrelevant insofar as education and training are concerned.
本文重点关注教师教育与培训模式的定义，并与学生实习工作角色进行比较。教师模式和学生角色均根据被判定为重要的任务和工作技能进行描述。对教师样本和学生样本的任务重要性判断分别进行了反向因素分析。使用群体成员身份来计算任务和工作技能概况。比较这些概况以确定教师和学生模式之间的异同。总体而言，多领域工作分析技术表明，教师的教育与培训模式与学生实习工作角色之间缺乏相似性。人们必须得出这样的结论：要么教师模式代表一种发展观，而非实习工作所代表的当前现实；要么那些工作是与教育和培训无关的人为角色。
