Irby D M, Hekelman F P
Department of Medical Education, University of Washington, Seattle, USA.
Fam Med. 1997 Apr;29(4):287-9.
Based on prior research and current public policy needs, this article identifies five areas that should receive priority in future research on faculty development: 1) To conduct research, greater clarity is needed about the components, competencies, and strategies of faculty development. 2) A stronger link needs to be created between assessment and outcomes of faculty development programs. 3) As faculty roles and career paths change, greater understanding of the nature of professional development is needed. Strategies for promoting teaching, research, and leadership skills require further study. 4) Organizational culture and structure require greater description and illumination as contributors to organizational vitality. 5) Information and instructional technology offer new opportunities for faculty development, but research is needed to determine appropriate uses. Since research takes place in a broader context of societal needs and resources, we conclude with public policy recommendations. We strongly recommend that government, foundations, and universities work together to support fundamental research on faculty development.
基于先前的研究和当前的公共政策需求，本文确定了未来教师发展研究中应优先关注的五个领域：1）为开展研究，需要更清晰地了解教师发展的组成部分、能力和策略。2）需要在教师发展项目的评估与成果之间建立更紧密的联系。3）随着教师角色和职业道路的变化，需要更深入地理解专业发展的本质。促进教学、研究和领导技能的策略需要进一步研究。4）组织文化和结构作为组织活力的贡献因素，需要更详细的描述和阐释。5）信息和教学技术为教师发展提供了新机会，但需要开展研究以确定其适当用途。由于研究是在更广泛的社会需求和资源背景下进行的，我们最后提出了公共政策建议。我们强烈建议政府、基金会和大学共同努力，支持关于教师发展的基础研究。
