An Innovative Junior Faculty Online Development Programme

Autor/inn/en	Villar, Luis M.; Alegre, Olga M.
Titel	An Innovative Junior Faculty Online Development Programme
Quelle	In: E-Learning, 3 (2006) 4, S.599-612 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-8887
DOI	10.2304/elea.2006.3.4.599
Schlagwörter	Teacher Attitudes; Online Courses; Teaching Methods; College Faculty; Educational Technology; Faculty Development; Computer Uses in Education; Computer Mediated Communication; Foreign Countries; Educational Quality; Teacher Competencies; Teaching Skills; Classroom Techniques; Knowledge Base for Teaching; Student Evaluation; Gender Differences; Student Motivation; Student Attitudes; Problem Solving; Metacognition; Age Differences; Beginning Teachers; Spain + Suchen Sie Ihr Suchwort? Lehrerverhalten; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Unterrichtsmedien; Computernutzung; Computerkonferenz; Ausland; Quality of education; Bildungsqualität; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenführung; Teaching theory; Theory of teaching; Unterrichtstheorie; Schulnote; Studentische Bewertung; Geschlechterkonflikt; Schulische Motivation; Schülerverhalten; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Age; Difference; Age difference; Altersunterschied; Junior teacher; Junglehrer; Spanien
Abstract	This study examines whether two online courses offering educational support for junior faculty have a positive effect on their attitudes to learning and curriculum and teaching capacities (CTC). The data used in the analysis are from two 2005 online university training courses. The tasks the online courses assign to faculty, the resources they provide, the learning environment they create, and the conversations they provoke proved to be consequential in shaping faculty's attitudes. The results also indicate that junior faculty who participate in individual and collective online developing activities, such as constructing teaching episodes and communicating with other colleagues, are more likely to gain a better understanding of how to teach their scientific disciplines. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10