Fashions in Instructional Development.

Autor/in	Knapper, Christopher K.
Titel	Fashions in Instructional Development.
Quelle	(1978), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College Faculty; Consultation Programs; Educational Research; Elementary Secondary Education; Faculty Development; Faculty Evaluation; Foreign Countries; Higher Education; Improvement Programs; Inservice Education; Instructional Improvement; Program Evaluation; Teacher Centers; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Fakultät; Fachberatung; Bildungsforschung; Pädagogische Forschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Effizienzsteigerung; Berufsbegleitende Ausbildung; Unterrichtsqualität; Programme evaluation; Programmevaluation; Teacher centres; Lehrerzentrum; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This paper on instructional development notes the trend toward teaching improvement efforts, classifies instructional development centers in terms of their differing philosophies of operation, and identifies some general problems that have been encountered in institutional efforts to improve teaching and learning. Centers in North America, Europe, and Australia can be classified as reflecting broad trends or models. The "clinical/psychotherapeutic" approach offers a consultative service to faculty for advice and assistance with teaching problems. The "research institute" approach acts primarily as a center for empirical investigations of the teaching-learning process. The "consultant/facilitator" approach provides consultation on a wide variety of issues related to teaching and learning and provides general workshops. The "general service center" provides all the services of the other approaches, including research and consultation for individual faculty. Some general problems and concerns of instructional development activities are academic freedom, the kinds of research conducted, social change and personal development educational objectives, and the danger of token efforts. When feedback to faculty members is provided by colleagues or administrative superiors, some faculty feel that the traditional right to teach without interference is endangered. Research conducted through instructional development centers needs to be relevant to the teaching process of the particular university. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01