卓越教学的概念:卓越教学计划的分析

IF 4.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Cecilia Ka Yuk Chan, Siaw Wee Chen
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引用次数: 0

摘要

摘要:高校通过设立各种奖励机制,向利益相关者保证教学质量,对教学质量的认可已成为高等教育的全球趋势。目前,缺乏从制度角度对卓越教学内涵的研究。本研究在95份来自研究密集型和非研究密集型高等教育机构以及国家和地区一级教学卓越计划的奖励文件中探讨了卓越教学的概念。数据从官方机构网站收集,并使用专题分析进行分析。研究结果表明,卓越教学的五个维度(影响、创新、包容性、教学和学习的奖学金以及以学生为中心)在教学的六个方面(教学法、课程规划和设计、评估、学生支持、社区服务和专业发展)被定义为卓越教学。根据研究结果构建了一个矩阵来解释卓越教学的概念,并强调了卓越维度中所强调的价值观的潜在矛盾和紧张关系。本研究结果对研究人员、政策制定者、员工发展人员和从业人员具有理论和实践意义。关键词:卓越教学;概念;奖励与认可;组织文化披露声明作者未报告潜在利益冲突附加信息经费本文所述的研究由香港研究资助局一般研究基金(项目编号17602122)和教资会教资会研究资助计划资助。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Conceptualisation of teaching excellence: an analysis of teaching excellence schemes
AbstractRecognition of teaching excellence has become a global trend in higher education as various schemes and awards are established as a way to assure stakeholders of the quality of teaching in universities. At present, there is a lack of research into what teaching excellence means from an institutional perspective. This study explores the conceptualisation of teaching excellence in 95 award documents from research-intensive and non-research-intensive higher education institutions as well as national and regional-level teaching excellence schemes. Data were collected from official institution websites and analysed using thematic analysis. The findings show that teaching excellence is defined by five dimensions of excellence (impact, innovation, inclusivity, scholarship of teaching and learning, and student-centredness) in six aspects of teaching (pedagogy, curriculum planning and design, assessment, student support, service to communities and professional development). A matrix is constructed based on the findings to explicate the concept of teaching excellence, and potential contradictions and tensions concerning the values emphasised in the dimensions of excellence are highlighted. The findings of this study have theoretical and practical implications for researchers, policy makers, staff development personnel and practitioners.Keywords: Teaching excellenceconceptualisationawards and recognitionorganisational culture Disclosure statementNo potential conflict of interest was reported by the author(s)Additional informationFundingThe research described in this article was funded through the General Research Fund of the Hong Kong Research Grants Council (project reference number 17602122) and UGC TDLEG.
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来源期刊
Assessment & Evaluation in Higher Education
Assessment & Evaluation in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.20
自引率
15.90%
发文量
70
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