{"title":"可视化教师发展中的个人概念发展路径","authors":"M. Lehner","doi":"10.3217/ZFHE-11-05/08","DOIUrl":null,"url":null,"abstract":"Teachers in higher education differ widely from one another because of their disciplinary backgrounds and experiences. Examining the individual development pathways of faculty shows how a particular academic environment influences an individual’s conception of teaching. In this context, a longitudinal mixed methods study involving 37 trainee teachers at a Swiss Business School identified three types of conceptual development. It also demonstrated how using visualization methods like metaphors and sketches help to externalize teachers' unconscious conceptions of what good teaching is and facilitated the design of individually tailored learning environments where conceptual development is visible and may also be steered. 30.09.2016 | Marion Lehner (Zurich)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Visualizing individual conceptual development paths in faculty development\",\"authors\":\"M. Lehner\",\"doi\":\"10.3217/ZFHE-11-05/08\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teachers in higher education differ widely from one another because of their disciplinary backgrounds and experiences. Examining the individual development pathways of faculty shows how a particular academic environment influences an individual’s conception of teaching. In this context, a longitudinal mixed methods study involving 37 trainee teachers at a Swiss Business School identified three types of conceptual development. It also demonstrated how using visualization methods like metaphors and sketches help to externalize teachers' unconscious conceptions of what good teaching is and facilitated the design of individually tailored learning environments where conceptual development is visible and may also be steered. 30.09.2016 | Marion Lehner (Zurich)\",\"PeriodicalId\":30058,\"journal\":{\"name\":\"Zeitschrift fur Hochschulentwicklung\",\"volume\":\"11 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-09-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zeitschrift fur Hochschulentwicklung\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3217/ZFHE-11-05/08\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zeitschrift fur Hochschulentwicklung","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3217/ZFHE-11-05/08","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 6
摘要
高等教育的教师因其学科背景和经验而差异很大。对教师个人发展路径的考察表明，特定的学术环境如何影响个人的教学观念。在这方面，一项涉及瑞士商学院37名实习教师的纵向混合方法研究确定了三种概念发展类型。它还展示了如何使用可视化方法，如隐喻和草图，帮助外化教师对什么是好的教学的无意识概念，并促进了个性化定制学习环境的设计，在这种环境中，概念发展是可见的，也可以被引导。30.09.2016 | Marion Lehner(苏黎世)
Visualizing individual conceptual development paths in faculty development
Teachers in higher education differ widely from one another because of their disciplinary backgrounds and experiences. Examining the individual development pathways of faculty shows how a particular academic environment influences an individual’s conception of teaching. In this context, a longitudinal mixed methods study involving 37 trainee teachers at a Swiss Business School identified three types of conceptual development. It also demonstrated how using visualization methods like metaphors and sketches help to externalize teachers' unconscious conceptions of what good teaching is and facilitated the design of individually tailored learning environments where conceptual development is visible and may also be steered. 30.09.2016 | Marion Lehner (Zurich)
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