Изучение предиктора инновационного обучения с использованием модели рабочих требований и ресурсов

Введение. Чтобы идти в ногу со временем и оставаться конкурентоспособным в сегодняшних условиях, педагог должен вводить новшества в образовательный процесс. Тем не менее поощрение готовности лекторов к инновационному обучению в сфере высшего образования является сложной задачей из-за двойной роли преподава -телей и исследователей, что создает чрезмерную рабочую нагрузку и приводит к ролевому конфликту «преподаватель - исследователь» (TRC). Поэтому очень важно проанализировать влияние TRC на инновационное обучение педагогов. В данной работе используется модель рабочих требований и ресурсов (JDR) ввиду ее высокой популярности, но редкого применения в высшем образовании.
Цель настоящего исследования - изучить предиктор инновационного обучения с использованием модели JDR в качестве теоретической основы исследования.
Методология и методы исследования. В данной работе используется моделирование структурных уравнений (SEM) для изучения модели исследования на случайной выборке из 233 респондентов.
Результаты. Результаты показали, что ролевой конфликт «преподаватель - исследователь» отрицательно сказался на новаторском обучении педагогов. Кроме того, профессиональное благополучие является опосредованной переменной, объясняющей влияние TRC на инновационное обучение преподавателей.
Научная новизна. В данном исследовании выявлены инновационные предикторы преподавания в сфере высшего образования с использованием модели JDR в качестве теоретической основы. Авторы обнаружили, что TRC в значительной степени связан с инновационным обучением педагогов. Сильное проявление данного ролевого конфликта снизит новаторское поведение преподавателя в учебной деятельности, и наоборот.
Практическая значимость. Настоящее исследование дает критическое представление о заинтересованных сторонах, таких как университеты и соответствующие министерства и ведомства, относительно негативного фактора инновационного обучения. Им следует найти подходы к снижению негативного влияния TRC на инновационное поведение преподавателей и решить проблему конфликта ролей.

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