同伴互助对高校教师教学能力发展的影响研究

Research on the Impact of Peer Coaching on the Development of Teaching Ability of University Teachers

摘要: 高校教师同伴互助研究具有基于高校教师教学能力发展的不同关注点、诉诸高校教师教学能力发展的不同路径、介于他者表述与个体理解之间的绩效产出等特点。通过组织同伴互助活动，教师对于知识类、技能类、态度类及个人特质类等4个一级指标重要性的均值，均大于活动开始之前；配对t检验数据显示，活动前后“教师对自己教学能力中所需要的技能总体满意度”之间呈现出显著性，活动后平均值会明显高于活动前的平均值。

Abstract: Research on peer coaching among university teachers is characterized by its diverse focus on developing their teaching abilities, its diverse approaches to developing their teaching abilities, and its performance outputs, situated between the expressions of others and individual understandings. After organizing peer coaching activities, teachers’ mean importance ratings for four primary indicators—knowledge, skills, attitudes, and personal traits—were all higher than before the activities began. Paired t-test data revealed a significant difference in “teachers’ overall satisfaction with the skills they need to develop their teaching abilities” before and after the activities, with the mean post-activity value significantly higher than the mean pre-activity value.