In most of the institutions, there is no provision for imparting training to young faculty members who are new to teaching profession. Right from day one, they are allotted subjects (irrespective of their choice) and sent to a class full of young students who are also almost of the same age. Mentoring by senior faculty members is desirable but few come forward either to provide mentoring or receive mentoring.
Prof:
Most universities have a Center for on-going training of new and experienced faculty. The University of the West-Indies has the Center for Excellence in Teaching and Learning (CETL):https://sta.uwi.edu/cetl/
All new faculty, with the exception of those in the School of Education and those exempted, are required to do the Postgraduate Certificate in Teaching and Learning within their first term of appointment (e.g., 1 year, 2 years, 3 years). Outside of this, I think you can invite them to sit in on taught classes by experienced faculty, so that they can learn the "how to" of teaching and managing young university students. Bear in mind that in today's 21st Century classroom, the teacher now has to write more to teach, and the learner has to read more to learn due to the increasing number of blended and online courses that supplement F2F teaching on campuses worldwide.
Hope this helps!
Best regards,
Debra
Paul: New faculty should be encouraged to read a book or two on effective teaching methods.
New faculty should also be invited to observe the classroom of highly skilled teachers to learn positive methods.
The Dean and highly skilled teachers can also observe the new faculty member's classroom and provide feedback.
In-house trainings on effective most recent and evidence-based teaching strategies and methods can be implemented through workshops and lectures.
in house trainings and seminars . furthermore, they should be given opportunities to promote-knowledge sharing attitude.
They should practice and prepare well for their lectures and also they should be had a solid background in the presented topic.
As a teacher I have believed that any teacher improves everyday in class room in terms of experience and quality of teaching. The quality of self improvement is the best practices. To me, senior mentors can play a limited role unless I have no desire to improve. Moreover, experience in universities shows paucity of such good mentors.
Good presentation skill, efficient knowledge about the topic, perseverance, affinity for the topic as well as subjects, attractive throwing capacity, body language and knowledge sharing attitude are the very essential things to be developed for the young faculty members.
Agree but any new teacher develops these qualities gradually with improvement practically everyday.
It would be appropriate to add my own experience. After obtaining Ph.D Degree and doing 3 years of Post Doctoral work in UK and West-Germany (now Germany), I returned to India towards the end of 1980. I was young, only 31 years. After some hiccups and some cooling off time, I was offered the position as a Reader in Mechanical Engineering at a prestigious University. The day I reported for my duty, I was asked to teach 'Engineering Mechanics' (both Statics and Dynamics, 5 Lecture Hours per week) to a class of fresh students about 120 in numbers. I was nervous and hesitant in taking up this assignment but I had no choice. Soon I came to know that there is a very Senior Professor with more than 20 years of teaching experience in teaching this particular subject. He was considered an authority on this subject and would be teaching this subject to another class of 60 students. I approached this senior Professor and requested him to permit me to attend his classes as a student. It was his magnanimity that he allowed me to attend his classes as a student. I attended all his lectures without being absent for even one class, did all assignments, undertook Tests and worked 12 to 14 hours each day in preparing my lectures. My work Time Table was adjusted to facilitate me in attending the classes of the senior Professor. It was a great and unique learning experience not only for me but it also set an example to fellow young new faculty members. I not only mastered the subject in a very short time but learned teaching skills, use of black board, written and oral communication, proper sequence to teach the subject and many other skills. To sum up Research Experience is one thing, teaching is a different ball game. It needs passion, love for the subject and in-depth subject knowledge.
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