高校新教师岗前集中培训效果的评价与影响因素研究

Study on the Effect and Influencing Factors of Pre-job Training for Novice College Teachers

借助柯氏培训评价理论,建立一个包含满意度、获得感和适切性等三个维度的高校新教师岗前集中培训效果的评价量表。通过对参加2013-2018年上海市市属高校新教师岗前培训教师的调查,获得了高校新教师岗前集中培训的评价结果,并对影响评价结果的影响因素进行分析。结果显示,高校新教师岗前培训获得教师认可;助教经历、参训年度和学科不同的教师对培训评价呈现显著性差异。采用多元回归分析影响因素发现,助教经历、参训年度、培训内容、培训专家、重点专业、共同体支持、教学压力、科研压力对培训效果存在显著性影响。研究建议,要采用统一标准实施培训和做好培训评价,为教师在培训前提供助教经历、足够的教学共同体支持和教学成长空间。

With the help of Kirkpatrick’s training evaluation theory, an evaluation scale of pre-job training effect of new teachers in colleges and universities is established, which includes three dimensions: satisfaction, acquisition and appropriateness. Through the investigation of participating teachers, the evaluation results are obtained, and the influencing factors of the evaluation results are analyzed. The results show that the pre-job traininghas been recognized by teachers, and teachers with different teaching assistant experience, training year and discipline show significant differences in training evaluation. Multiple regression analysis is used to find that teaching assistant experience, training year, training content, training experts, key majors, community support, teaching pressure, and scientific research pressure have a significant impact on the training effect. The research suggests that uniform standards should be used to carry out training and do a good job in training evaluation, and provide teachers with teaching assistant experience, sufficient teaching community support and teaching growth space before training.