Literaturnachweis - Detailanzeige
| Autor/inn/en | Uhlig, George; Haberman, Martin |
|---|---|
| Titel | A Study of Faculty Development Practices in Schools, Colleges and Departments of Education. |
| Quelle | (1987), (14 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Career Development; College Faculty; Faculty Development; Higher Education; Professional Development; Teacher Educators; Teacher Improvement |
| Abstract | Member institutions of the American Association of Colleges for Teacher Education were surveyed to determine the nature and extent of faculty development activities. Responding institutions placed 27 specific developmental activities in rank order. The top five items were a system of sabbaticals, teaching awards, peer review, professional travel, and the use of student ratings. The items ranked lowest included providing faculty help in developing new methods of teaching, improving faculty's existing methods of teaching, developing course syllabi, constructing tests, and providing guidance and counseling regarding new careers or career development. The use of microcomputers and issues related to certification are the most frequent subjects of workshops offered to faculty, while upgrading research skills and grant writing are the most infrequent topics. Low cost and traditional activities were reported most frequently. The assumption that professional educators are involved in faculty development activities that are adequate, or in any way imaginative, is not supported by this study. (Author/JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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