La formación de profesores en los Grados en USA: instantáneas del paisaje

Michele DiPietro; Amy M. Buddie

doi:10.4995/redu.2013.5518

Autores/as

Michele DiPietro Kennesaw State University
Amy M. Buddie Kennesaw State University

DOI:

https://doi.org/10.4995/redu.2013.5518

Palabras clave:

Formación de profesores asistentes de Grado, futuros profesores, Certificado de enseñanza, Programa de Documentación

Resumen

Los EE.UU no tienen una certificación federal en el nivel universitario que ordene una formación pedagógica para la enseñanza en los niveles de grado. Sin embargo, el ámbito de la Formación para los Graduate Assistant (asistentes de Grado) está creciendo en los Estados Unidos y ha producido varios modelos que se ajustan a una variedad de contextos institucionales. Este texto analiza los modelos de formación en tres instituciones: la Universidad Estatal de Kennesaw, la Universidad Carnegie Mellon y la Universidad de Colorado-Boulder. A partir de estos modelos, extrapolamos los éxitos y los puntos comunes a algunas cuestiones no resueltas, que caracterizan el paisaje de EE.UU.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Michele DiPietro, Kennesaw State University

Michele DiPietro is Executive Director of the Center for Excellence in Teaching and Learning and Associate Professor of Statistics. His scholarship focuses on the learning process, the teaching improvement consultation, student evaluations of teaching, diversity and learning, academic integrity, Millennial students, teaching in times of tragedies, and statistics education. The book he co-authored, “How Learning Works: 7 Research-Based Principles for Smart Teaching” distills the research on learning in the last 50 years into seven interrelated principles. He is the immediate Past President of the Professional and Organizational Development Network in Higher Education, the premiere educational development society in the United States.

Amy M. Buddie, Kennesaw State University

Amy M. Buddie is the Associate Director for Graduate Student Support and Undergraduate Research/Creative Activity at the Center for Excellence in Teaching and Learning and an Associate Professor of Psychology. She directs the CETL professional development program for graduate students and future faculty. She supports graduate teaching assistants through courses, workshops, classroom observations, and individual consultations. She is currently a Councilor for the Council on Undergraduate Research, and she directs the Southeastern Conference on the Teaching of Psychology.

Citas

Austin, A. E. & Wulff, D. H. (2004). The challenge to prepare the next generation of faculty. In D. H. Wulff & A. E. Austin (Eds.). Paths to the professoriate: Strategies for enriching the preparation of future faculty (pp. 3-16). San Francisco, CA: Jossey-Bass.

Border, L. (2006). Two inventories for best practice in graduate student development. Journal of Excellence in College Teaching, 17 (1&2), 277-310.

Border, L. L. B., Chandler, E., Gilmore, J., Griffith, L., Hansen, S., Kalish, A., PinderGrover, T., Rando, B., Robinson, S. & Von Hoene, L. (2012, October). Designing a competency-based approach to graduate and professional student development. Workshop presented at the annual POD Conference, Seattle, WA.

Border, L. L. B. & Von Hoene, L. M. (2010). Graduate and professional student development programs. In K. J. Gillespie and D. L. Robertson (Eds.). A guide to faculty development, 2nd ed. (pp. 327-345). San Francisco: Jossey-Bass.

Chism, N. V. N. (Ed.) (1987). Employment and education of teaching assistants: Readings from a national conference. Columbus: The Ohio State University.

DiPietro, M. (2012). Training graduate students to conduct peer classroom observations. In K. Brinko (Ed.). Practically speaking: A sourcebook for instructional consultants in higher education, 2nd ed. (pp. 246-253). Stillwater, OK: New Forums Press.

Gaff, J. G., Pruitt-Logan, A. S., Sims, L. B. & Denecke, D. D. (2003). Preparing future faculty in the humanities and social sciences: A guide for change. Washington, DC: Council of Graduate Schools.

Lambert, L. (1993). Beyond TA orientations: Reconceptualizing the Ph.D. degree in terms of preparation for teaching. In K. Lewis (Ed.). The TA experience: Preparing for multiple roles. Stillwater, OK: New Forums Press.

Lewis, K. (Ed.) (1993). The TA experience: Preparing for multiple roles. Stillwater, OK: New Forums Press.

Marincovich, M., Prostko, J., & Stout, F. (Eds.). (1998). The professional development of graduate teaching assistants. Bolton, MA: Anker.

Nyquist, J. D., Abbott, R. D., Wulff, R. D., & Sprague, J. (Eds.) (1991). Preparing the professoriate of tomorrow to teach: Selected readings in TA training. Dubuque, IA: Kendall Hunt.

Nyquist, J. D., & Woodford, B. J. (2000). Re-envisioning the Ph.D.: What concerns do we have? [online]. Seattle, WA: University of Washington, Center for Instructional Development & Research.

Palmer, M. S. (2011, Spring). Graduate student professional development: A decade after calls for national reform. Studies in Graduate and Professional Development, 14, 1-17.

Prieto, L. R., Meyers, S. A. (1999). Effects of training and supervision on the selfefficacy of psychology graduate teaching assistants. Teaching of Psychology, 26(4), 264–266.

Prieto, L. R., & Scheel, K. R. (2008). Teaching assistant training in counseling psychology. Counseling Psychology Quarterly, 21(1), 49–59.

Southern Association of Colleges and Schools (2006). Faculty Credential Guidelines. Accessed online at http://www.sacscoc.org/pdf/081705/faculty%20credentials.pdf

University System of Georgia (2006). Faculty Employment Policy. Accessed online at http://www.usg.edu/policymanual/section8/C245

Wulff, D., Austin, A., & Associates (2004). Paths to the professoriate: Strategies for enriching the preparation of future faculty. San Francisco, CA: Jossey-Bass.