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به نام قرار هستی

به نام قرار هستی. Teaching Excellence Teacher Excellence. اهمیت و ضرورت موضوع. قال رسول الله (ص) : النّاسُ مَعادِنٌ، کَمَعادِن الذ َّهَبِ وَ الفِضَّه. نقش استاد و مربی: به فعلیت در آوردن قوه و استعداد دانشجو. NEED FOR “HIGHLY QUALIFIED” TEACHERS.

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به نام قرار هستی

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  1. به نام قرار هستی

  2. Teaching Excellence Teacher Excellence

  3. اهمیت و ضرورتموضوع • قال رسول الله (ص) : • النّاسُ مَعادِنٌ، کَمَعادِن الذ َّهَبِ وَ الفِضَّه نقش استاد و مربی: به فعلیت در آوردن قوه و استعداد دانشجو

  4. NEED FOR “HIGHLY QUALIFIED” TEACHERS The Journal on Excellence in College Teaching

  5. TEACHING EXCELLENCE:WHAT GREAT TEACHERS TEACH US Journal of Professional Nursing, Vol 25, No 5 (September–October), 2009: pp 267–272

  6. Why understand teaching excellence? for developing the next generation of nurses.

  7. Introduction • Faculty will have an undeniable influence on the student's experience and provide a (strong or weak) foundation for and shape (positive or negative) views on the profession. ***However, many faculty have had no formal preparation for teaching (Bartels, 2007; Herrmann, 1997).

  8. The purpose • to describe the perspectives excellent teachers provided as to how they “bring nursing to life” for their students.

  9. Review of the Literature • five essential elements to humanistic teaching: availability,caring, authenticity, empowerment, and a transformativecurriculum.

  10. Review of the Literature-cont • Phenomenology design teaching excellence in nursing: teaching skill, faculty–student interactions, nursing knowledge, and critical thinking. • characteristics of teaching excellence in nursing might now differ because of changes in health care, the nursing shortage, and newer pedagogies.

  11. Review of the Literature-cont • Bain (2004) conducted a 15-year study of nearly 100 college teachers in a wide variety of fields and universities: what the best teachers did? • Highly effective teachers were described as designing better learning experiences.

  12. MethodsDesign, Sample, and Setting • grounded theory • A purposive sample of 17 nurse educators • Earned degrees: doctor of philosophy (PhD), doctor of education, doctor of nursing science (DNS or DNSc), doctor of public health (DrPH), and master of science in nursing. • The range of teaching experience: 6 to 31 years, with a mean of 22.3 years.

  13. Findings • Teaching excellence: a dynamic process. • includes active engagement of both the student and faculty.

  14. Findings-cont • The process includes: • Learning: current and knowledgeable; • using multiple strategies in teaching the content (i.e., storytelling, videos, humor, pictures, reflection, role playing, role modeling, guest speakers, group interaction, rehearse, etc.). • Being clear in communication of objectives/outcomes. • student centered. • creating an environment in which active learning can occur. • being able to draw all students into active questioning and learning so that the process of discovery is enjoyable.

  15. Findings-cont The five major themes of dynamic engagement

  16. Findings-cont the process of faculty development toward teaching excellence results in a dynamic process of engagement whereby a partnership between students and faculty is developed.

  17. Conclusion • new and experienced nurse educators seeking to improve teaching. • provides a foundationfor disseminating what excellent nurse educators do to bring nursing to life for their students.

  18. با تشكر از صبر و حوصله شما عزيزان و سروران گرامي

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