Informace o kvalifikační práci Research on scholarship of teaching to support the faculty development of moral education staff in Sichuan Normal University:
a grounded theory approach
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Hlavní téma
Výzkum v oblasti stipendií pro výuku na podporu rozvoje pedagogického sboru morální výchovy na Sichuan Normal University: přístup zakotvené teorie
Hlavní téma v angličtině
Research on scholarship of teaching to support the faculty development of moral education staff in Sichuan Normal University:
a grounded theory approach
Název dle studenta
Research on scholarship of teaching to support the faculty development of moral education staff in Sichuan Normal University:
a grounded theory approach
Název dle studenta v angličtině
Research on scholarship of teaching to support the faculty development of moral education staff in Sichuan Normal University:
a grounded theory approach
Boyer (1990) proposed an expanded definition of scholarship within the professoriate based on four functions in the book of Scholarship Reconsidered- Priorities of The Professoriate: discovery, integration, application, and teaching. He argues that , all forms of scholarship should be recognized and rewarded. Ernest Boyer proposed that higher education move beyond the tired old teaching versus research debate and that the familiar and honorable term scholarship be given a broader meaning. (Glassick ,2000). Ernest Boyer indicated that, Such a vision of scholarship, one that realizes the great diversity of talent within the professoriate, also may prove especially useful to faculty as they reflect on the meaning and direction of their professional lives.(Boyer,1990,P25.)
This qualitative study, utilized the grounded theory, try to generate the process of the faculty development of moral education staff under the dilemma between teaching and scientific research in Sichuan Normal University and to build a theoretically based and practical model of Scholarship of teaching according to need of the faculty development of moral education staff. Data collection is by two steps of semi-structured interview, observation and documents of 10 participants and analysis is by grounded theory skill.
The results of first question of this study was to generate a process of faculty development of each participant's experience, 20 categories has emerged from the data, the causal condition contains: Self-development needs, Life necessities, Pressure from university and society, Characters of moral education. Centre phenomena contains Forced scientific research of all the staff, Teaching as the foil, Alienation of relationship of staff and student. Intervening conditions contains Booming development of university, Innovative society, Revival of traditional culture, The big data era. Contextual conditions contains Ranking of universities, Faculty competition, Administrative Department tasks. Strategies contains Adjusting energy distribution, Utilizing various resources, Flattering students. Consequences contains Both loss of Scientific research and teaching, The single crowded dimension of professional development, Staff' self-reflection.
The results of second question of this study was to build a model of scholarship of teaching. 12 categories and 5 upper-categories has emerged from the data, which is Upper value orientation transition, Adjusting existing support, Adding new service support , Dissemination of scholarship of teaching, Establishing the evaluation system. And the cyclical dynamic model is build on the five upper-category.
The findings of this study provide extended knowledge to faculty development of those moral education staff. Those results give practical recommendations for the establishing of a truly viable model of scholarship of teaching which help the staff's development.
Anotace v angličtině
Boyer (1990) proposed an expanded definition of scholarship within the professoriate based on four functions in the book of Scholarship Reconsidered- Priorities of The Professoriate: discovery, integration, application, and teaching. He argues that , all forms of scholarship should be recognized and rewarded. Ernest Boyer proposed that higher education move beyond the tired old teaching versus research debate and that the familiar and honorable term scholarship be given a broader meaning. (Glassick ,2000). Ernest Boyer indicated that, Such a vision of scholarship, one that realizes the great diversity of talent within the professoriate, also may prove especially useful to faculty as they reflect on the meaning and direction of their professional lives.(Boyer,1990,P25.)
This qualitative study, utilized the grounded theory, try to generate the process of the faculty development of moral education staff under the dilemma between teaching and scientific research in Sichuan Normal University and to build a theoretically based and practical model of Scholarship of teaching according to need of the faculty development of moral education staff. Data collection is by two steps of semi-structured interview, observation and documents of 10 participants and analysis is by grounded theory skill.
The results of first question of this study was to generate a process of faculty development of each participant's experience, 20 categories has emerged from the data, the causal condition contains: Self-development needs, Life necessities, Pressure from university and society, Characters of moral education. Centre phenomena contains Forced scientific research of all the staff, Teaching as the foil, Alienation of relationship of staff and student. Intervening conditions contains Booming development of university, Innovative society, Revival of traditional culture, The big data era. Contextual conditions contains Ranking of universities, Faculty competition, Administrative Department tasks. Strategies contains Adjusting energy distribution, Utilizing various resources, Flattering students. Consequences contains Both loss of Scientific research and teaching, The single crowded dimension of professional development, Staff' self-reflection.
The results of second question of this study was to build a model of scholarship of teaching. 12 categories and 5 upper-categories has emerged from the data, which is Upper value orientation transition, Adjusting existing support, Adding new service support , Dissemination of scholarship of teaching, Establishing the evaluation system. And the cyclical dynamic model is build on the five upper-category.
The findings of this study provide extended knowledge to faculty development of those moral education staff. Those results give practical recommendations for the establishing of a truly viable model of scholarship of teaching which help the staff's development.
Klíčová slova
Scholarship of teaching, faculty development, moral education staff, grounded theory
Klíčová slova v angličtině
Scholarship of teaching, faculty development, moral education staff, grounded theory
Rozsah průvodní práce
184
Jazyk
UK
Anotace
Boyer (1990) proposed an expanded definition of scholarship within the professoriate based on four functions in the book of Scholarship Reconsidered- Priorities of The Professoriate: discovery, integration, application, and teaching. He argues that , all forms of scholarship should be recognized and rewarded. Ernest Boyer proposed that higher education move beyond the tired old teaching versus research debate and that the familiar and honorable term scholarship be given a broader meaning. (Glassick ,2000). Ernest Boyer indicated that, Such a vision of scholarship, one that realizes the great diversity of talent within the professoriate, also may prove especially useful to faculty as they reflect on the meaning and direction of their professional lives.(Boyer,1990,P25.)
This qualitative study, utilized the grounded theory, try to generate the process of the faculty development of moral education staff under the dilemma between teaching and scientific research in Sichuan Normal University and to build a theoretically based and practical model of Scholarship of teaching according to need of the faculty development of moral education staff. Data collection is by two steps of semi-structured interview, observation and documents of 10 participants and analysis is by grounded theory skill.
The results of first question of this study was to generate a process of faculty development of each participant's experience, 20 categories has emerged from the data, the causal condition contains: Self-development needs, Life necessities, Pressure from university and society, Characters of moral education. Centre phenomena contains Forced scientific research of all the staff, Teaching as the foil, Alienation of relationship of staff and student. Intervening conditions contains Booming development of university, Innovative society, Revival of traditional culture, The big data era. Contextual conditions contains Ranking of universities, Faculty competition, Administrative Department tasks. Strategies contains Adjusting energy distribution, Utilizing various resources, Flattering students. Consequences contains Both loss of Scientific research and teaching, The single crowded dimension of professional development, Staff' self-reflection.
The results of second question of this study was to build a model of scholarship of teaching. 12 categories and 5 upper-categories has emerged from the data, which is Upper value orientation transition, Adjusting existing support, Adding new service support , Dissemination of scholarship of teaching, Establishing the evaluation system. And the cyclical dynamic model is build on the five upper-category.
The findings of this study provide extended knowledge to faculty development of those moral education staff. Those results give practical recommendations for the establishing of a truly viable model of scholarship of teaching which help the staff's development.
Anotace v angličtině
Boyer (1990) proposed an expanded definition of scholarship within the professoriate based on four functions in the book of Scholarship Reconsidered- Priorities of The Professoriate: discovery, integration, application, and teaching. He argues that , all forms of scholarship should be recognized and rewarded. Ernest Boyer proposed that higher education move beyond the tired old teaching versus research debate and that the familiar and honorable term scholarship be given a broader meaning. (Glassick ,2000). Ernest Boyer indicated that, Such a vision of scholarship, one that realizes the great diversity of talent within the professoriate, also may prove especially useful to faculty as they reflect on the meaning and direction of their professional lives.(Boyer,1990,P25.)
This qualitative study, utilized the grounded theory, try to generate the process of the faculty development of moral education staff under the dilemma between teaching and scientific research in Sichuan Normal University and to build a theoretically based and practical model of Scholarship of teaching according to need of the faculty development of moral education staff. Data collection is by two steps of semi-structured interview, observation and documents of 10 participants and analysis is by grounded theory skill.
The results of first question of this study was to generate a process of faculty development of each participant's experience, 20 categories has emerged from the data, the causal condition contains: Self-development needs, Life necessities, Pressure from university and society, Characters of moral education. Centre phenomena contains Forced scientific research of all the staff, Teaching as the foil, Alienation of relationship of staff and student. Intervening conditions contains Booming development of university, Innovative society, Revival of traditional culture, The big data era. Contextual conditions contains Ranking of universities, Faculty competition, Administrative Department tasks. Strategies contains Adjusting energy distribution, Utilizing various resources, Flattering students. Consequences contains Both loss of Scientific research and teaching, The single crowded dimension of professional development, Staff' self-reflection.
The results of second question of this study was to build a model of scholarship of teaching. 12 categories and 5 upper-categories has emerged from the data, which is Upper value orientation transition, Adjusting existing support, Adding new service support , Dissemination of scholarship of teaching, Establishing the evaluation system. And the cyclical dynamic model is build on the five upper-category.
The findings of this study provide extended knowledge to faculty development of those moral education staff. Those results give practical recommendations for the establishing of a truly viable model of scholarship of teaching which help the staff's development.
Klíčová slova
Scholarship of teaching, faculty development, moral education staff, grounded theory
Klíčová slova v angličtině
Scholarship of teaching, faculty development, moral education staff, grounded theory
Zásady pro vypracování
Abstract
Boyer (1990) proposed an expanded definition of scholarship within the professoriate based on four functions in the book of Scholarship Reconsidered- Priorities of The Professoriate: discovery, integration, application, and teaching. He argues that , all forms of scholarship should be recognized and rewarded. Ernest Boyer proposed that higher education move beyond the tired old teaching versus research debate and that the familiar and honorable term scholarship be given a broader meaning. (Glassick ,2000). Ernest Boyer indicated that, Such a vision of scholarship, one that realizes the great diversity of talent within the professoriate, also may prove especially useful to faculty as they reflect on the meaning and direction of their professional lives.(Boyer,1990,P25.)
This qualitative study, utilized the grounded theory, try to generate the process of the faculty development of moral education staff under the dilemma between teaching and scientific research in Sichuan Normal University and to build a theoretically based and practical model of Scholarship of teaching according to need of the faculty development of moral education staff. Data collection is by two steps of semi-structured interview, observation and documents of 10 participants and analysis is by grounded theory skill.
The results of first question of this study was to generate a process of faculty development of each participant's experience, 20 categories has emerged from the data, the causal condition contains: Self-development needs, Life necessities, Pressure from university and society, Characters of moral education. Centre phenomena contains Forced scientific research of all the staff, Teaching as the foil, Alienation of relationship of staff and student. Intervening conditions contains Booming development of university, Innovative society, Revival of traditional culture, The big data era. Contextual conditions contains Ranking of universities, Faculty competition, Administrative Department tasks. Strategies contains Adjusting energy distribution, Utilizing various resources, Flattering students. Consequences contains Both loss of Scientific research and teaching, The single crowded dimension of professional development, Staff' self-reflection.
The results of second question of this study was to build a model of scholarship of teaching. 12 categories and 5 upper-categories has emerged from the data, which is Upper value orientation transition, Adjusting existing support, Adding new service support , Dissemination of scholarship of teaching, Establishing the evaluation system. And the cyclical dynamic model is build on the five upper-category.
The findings of this study provide extended knowledge to faculty development of those moral education staff. Those results give practical recommendations for the establishing of a truly viable model of scholarship of teaching which help the staff's development.
Key words: Scholarship of teaching, faculty development, moral education staff, grounded theory
Zásady pro vypracování
Abstract
Boyer (1990) proposed an expanded definition of scholarship within the professoriate based on four functions in the book of Scholarship Reconsidered- Priorities of The Professoriate: discovery, integration, application, and teaching. He argues that , all forms of scholarship should be recognized and rewarded. Ernest Boyer proposed that higher education move beyond the tired old teaching versus research debate and that the familiar and honorable term scholarship be given a broader meaning. (Glassick ,2000). Ernest Boyer indicated that, Such a vision of scholarship, one that realizes the great diversity of talent within the professoriate, also may prove especially useful to faculty as they reflect on the meaning and direction of their professional lives.(Boyer,1990,P25.)
This qualitative study, utilized the grounded theory, try to generate the process of the faculty development of moral education staff under the dilemma between teaching and scientific research in Sichuan Normal University and to build a theoretically based and practical model of Scholarship of teaching according to need of the faculty development of moral education staff. Data collection is by two steps of semi-structured interview, observation and documents of 10 participants and analysis is by grounded theory skill.
The results of first question of this study was to generate a process of faculty development of each participant's experience, 20 categories has emerged from the data, the causal condition contains: Self-development needs, Life necessities, Pressure from university and society, Characters of moral education. Centre phenomena contains Forced scientific research of all the staff, Teaching as the foil, Alienation of relationship of staff and student. Intervening conditions contains Booming development of university, Innovative society, Revival of traditional culture, The big data era. Contextual conditions contains Ranking of universities, Faculty competition, Administrative Department tasks. Strategies contains Adjusting energy distribution, Utilizing various resources, Flattering students. Consequences contains Both loss of Scientific research and teaching, The single crowded dimension of professional development, Staff' self-reflection.
The results of second question of this study was to build a model of scholarship of teaching. 12 categories and 5 upper-categories has emerged from the data, which is Upper value orientation transition, Adjusting existing support, Adding new service support , Dissemination of scholarship of teaching, Establishing the evaluation system. And the cyclical dynamic model is build on the five upper-category.
The findings of this study provide extended knowledge to faculty development of those moral education staff. Those results give practical recommendations for the establishing of a truly viable model of scholarship of teaching which help the staff's development.
Key words: Scholarship of teaching, faculty development, moral education staff, grounded theory
Seznam doporučené literatury
Altbach, P. G.(2006). The changing academic workplace: Comparative perspectives. (D.R.Bie, trans.).Qingdao: China Ocean University Press,1. (Original work published 2000)
Anderson, G., & Arsenault, N. (2005). Fundamentals of educational research (2nd ed.). Philadelphia, PA: Taylor & Francis e-Library.
Bao,C.H.(2016). Research on the academic development of teachers in local undergraduate colleges and universities(unpublished dissertation). Hebei University of Science and Technology, Shijiazhuang.
Berg, B. L., & Lune, H. (2004). Qualitative research methods for the social sciences (Vol. 5). Boston, MA: Pearson.
Bergquist, W. H., & Phillips, S. R. (1976). A handbook for faculty development. Atlanta Southern Regional Education Board.
Bergquist,W. H. &Phillips, S.R.(1975). Component of an effective Faculty Development Program. Journal of Higher Education, 46(2),177-211.
Bie, D.R. & Li, J.X. (2014). The Nature and Function of University Teacher Teaching Development Center. Fudan Education Forum, 4, 9.
Birks, M., & Mills, J. E. (2011). Grounded theory: A practical guide. Los Angeles, CA: Sage publications.
Boucher, B. A., Chyka, P. A., Fitzgerald Jr, W. L., Hak, L. J., Miller, D. D., Parker, R. B., ... & Gourley, D. R. (2006). A comprehensive approach to faculty development. American Journal of Pharmaceutical Education, 70(2), 27.
Boyer, E. L. (1987). College: The undergraduate experience in America. Princeton, NJ. ,Carnegie Foundation for the Advancement of Teaching.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
Boyer, E.L.(1990) .The trends and development of education reform in developed countries. The National Education Development Research Center (Ed.). Beijing: Education Science Press.
Boyer, E.L.1997. Scholarship-A Personal Journey. Glassick, C. E., Huber M. T., & Maeroff, G.I. (Ed.). San Francisco: Jossey-Bass.
Breeze, M., & Barbour, R. (2011).Introducing Qualitative Research: A Student Guide to the Craft of Doing Qualitative Research. Sociology, 45(4),716-718.
Britten, N., Jones, R., Murphy, E., & Stacy, R. (1995). Qualitative research methods in general practice and primary care. Family practice,12(1), 104-114.
Centra, J. A. (1989). Faculty evaluation and faculty development in higher education. (J. C, Smart. Edt.) Higher education: Handbook of theory and research. New York. Agathon Press, 155-179.
Chang, X.L. (2011). The establishment of academic concepts of college administrators and the professional development of university teachers . Educational Exploration, 11, 86-88.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
Chen, H.Y & Li, H.M. (2010). On the role consciousness and role orientation of teachers in ideological and political theory courses in colleges and universities. Journal of Shandong Education Institute, 3.
Chen, W. & Yi, F.Y. (2010). From Shading to Deconstruction: Institutional Analysis of Teaching Academic Development. Higher Education Exploration, 4, 73-77.
Chen, X.J.(2002).On the particularity of the Moral education teaching in colleges and universities. Journal of Panyu Vocational and Technical College, 9.
Chen, X.M.(2000).Qualitative research in social sciences. Beijing: Educational Science Press.
Chen, Y.C. (2011). On the role of teachers in the current ideological and political courses in colleges and universities. University education, 65-72
Cheung, T. Y. (1994). The case of Guangdong in central-provincial relationships. In H. Jia & Z.M. Lin (Eds.), Changing Central-Local Relations in China. Boulder: Westviews, 239-260.
Seznam doporučené literatury
Altbach, P. G.(2006). The changing academic workplace: Comparative perspectives. (D.R.Bie, trans.).Qingdao: China Ocean University Press,1. (Original work published 2000)
Anderson, G., & Arsenault, N. (2005). Fundamentals of educational research (2nd ed.). Philadelphia, PA: Taylor & Francis e-Library.
Bao,C.H.(2016). Research on the academic development of teachers in local undergraduate colleges and universities(unpublished dissertation). Hebei University of Science and Technology, Shijiazhuang.
Berg, B. L., & Lune, H. (2004). Qualitative research methods for the social sciences (Vol. 5). Boston, MA: Pearson.
Bergquist, W. H., & Phillips, S. R. (1976). A handbook for faculty development. Atlanta Southern Regional Education Board.
Bergquist,W. H. &Phillips, S.R.(1975). Component of an effective Faculty Development Program. Journal of Higher Education, 46(2),177-211.
Bie, D.R. & Li, J.X. (2014). The Nature and Function of University Teacher Teaching Development Center. Fudan Education Forum, 4, 9.
Birks, M., & Mills, J. E. (2011). Grounded theory: A practical guide. Los Angeles, CA: Sage publications.
Boucher, B. A., Chyka, P. A., Fitzgerald Jr, W. L., Hak, L. J., Miller, D. D., Parker, R. B., ... & Gourley, D. R. (2006). A comprehensive approach to faculty development. American Journal of Pharmaceutical Education, 70(2), 27.
Boyer, E. L. (1987). College: The undergraduate experience in America. Princeton, NJ. ,Carnegie Foundation for the Advancement of Teaching.
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.
Boyer, E.L.(1990) .The trends and development of education reform in developed countries. The National Education Development Research Center (Ed.). Beijing: Education Science Press.
Boyer, E.L.1997. Scholarship-A Personal Journey. Glassick, C. E., Huber M. T., & Maeroff, G.I. (Ed.). San Francisco: Jossey-Bass.
Breeze, M., & Barbour, R. (2011).Introducing Qualitative Research: A Student Guide to the Craft of Doing Qualitative Research. Sociology, 45(4),716-718.
Britten, N., Jones, R., Murphy, E., & Stacy, R. (1995). Qualitative research methods in general practice and primary care. Family practice,12(1), 104-114.
Centra, J. A. (1989). Faculty evaluation and faculty development in higher education. (J. C, Smart. Edt.) Higher education: Handbook of theory and research. New York. Agathon Press, 155-179.
Chang, X.L. (2011). The establishment of academic concepts of college administrators and the professional development of university teachers . Educational Exploration, 11, 86-88.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
Chen, H.Y & Li, H.M. (2010). On the role consciousness and role orientation of teachers in ideological and political theory courses in colleges and universities. Journal of Shandong Education Institute, 3.
Chen, W. & Yi, F.Y. (2010). From Shading to Deconstruction: Institutional Analysis of Teaching Academic Development. Higher Education Exploration, 4, 73-77.
Chen, X.J.(2002).On the particularity of the Moral education teaching in colleges and universities. Journal of Panyu Vocational and Technical College, 9.
Chen, X.M.(2000).Qualitative research in social sciences. Beijing: Educational Science Press.
Chen, Y.C. (2011). On the role of teachers in the current ideological and political courses in colleges and universities. University education, 65-72
Cheung, T. Y. (1994). The case of Guangdong in central-provincial relationships. In H. Jia & Z.M. Lin (Eds.), Changing Central-Local Relations in China. Boulder: Westviews, 239-260.