Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706
Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI 53706.
CBE Life Sci Educ. 2018 Spring;17(1). doi: 10.1187/cbe.17-02-0039.
To help prepare future faculty in science, technology, engineering, and mathematics (STEM) to teach undergraduates, more research universities are offering teaching development (TD) programs to doctoral students who aspire to academic careers. Using social cognitive career theory, we examine the effects of TD programs on early-career STEM scholars' sense of self-efficacy as postsecondary teachers. In 2011, a survey questionnaire was administered to 2156 people who in 2009 were doctoral students in STEM departments at three U.S. research universities; 1445 responded (67%). Regression analysis revealed positive relationships between TD participation and participants' college teaching self-efficacy and positive interaction effects for women. These findings may be used to improve the quality and quantity of TD offerings and help them gain wider acceptance.
为了帮助未来的科学、技术、工程和数学（STEM）领域的教师做好准备，越来越多的研究型大学为有志于学术生涯的博士生提供教学发展（TD）计划。本文运用社会认知职业理论，考察了 TD 计划对初任 STEM 学者作为高校教师的自我效能感的影响。2011 年，对三所美国研究型大学 STEM 系的 2156 名博士生进行了问卷调查，2009 年他们是博士生；1445 人做出回应（67%）。回归分析显示，TD 参与与参与者的大学教学自我效能感之间存在正相关关系，对女性有积极的交互作用。这些发现可用于提高 TD 课程的质量和数量，并帮助它们获得更广泛的认可。
