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JUNE T. FOX 《Educational theory》1966,16(3):262-270
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T. Hearnshaw 《Learning, Media and Technology》1977,3(3):80-82
To many teaching in universities in this country, the whole idea of developing staff seems slightly absurd. After all, did we not choose to work in a university because we had already reached a position of some academic standing in our own specialisation; and surely is not the essential function of an academic to extend the boundaries of knowledge through scholarship and research? Perhaps this is too narrow a view of staff aims, but certainly it is still the widely held belief that promotion comes more readily this way. It is only recently that interest has been shown in the nature of teaching in universities. Doubts have been expressed by Bligh (1972) and others about the effectiveness of the traditionally accepted lecture approach; and attention has recently been given to small group teaching, individualised instruction, the Keller plan and other alternative methods. The emphasis placed on such methods could suggest that staff development is concerned largely with teaching‐‐yet is this not an absurdity in an environment which values mainly scholarship and research? This conflict is one of the major problems facing staff development, and solving it may‐‐to some extent‐be at the heart of the problem of responsibility
In this paper, I will look briefly at some of the early work done in universities in the field of staff development, and suggest certain important character traits needed by anyone involved in this work, before posing questions of responsibility 相似文献
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George T. Taylor 《Learning & behavior》1974,2(2):115-118
It has recently been proposed (Fowler, 1967, 1971) that the incentive value of novelty can be defined in terms of stimulus change. An experiment is reported which examines the relationship between changes in complexity and the consequent exploratory behavior. Following extended exposure to a midcomplexity stimulus, rats were allowed to choose between a stimulus change and the now familiar midcomplexity stimulus. For some Ss the change was to a stimulus of higher complexity, and for others the change was to a lower complexity stimulus. The results suggest that physical stimulus changes to a stimulus of greater complexity is a more effective novel stimulus than physical stimulus changes to lesser complexity, although both changes may function as incentives. 相似文献