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Thursday, 08 July 2010 18:39 |
Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design - Kate E. Toth & Colleen A. McKey - Canadian Journal of Higher Education, Revue canadienne d’enseignement supérieur Volume 40, No. 1, 2010, pages 53 - 69
Abstract: The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study explored on three variables of interest: level of skill acquisition, type of faculty appointment, and type of teaching. A qualitative research design in the case-study tradition was employed. Findings indicated that faculty challenges could be grouped into three themes: job knowledge, skills development, and systems challenges. Job knowledge and skills development challenges varied by level of skill acquisition and type of teaching, while identifi ed systems challenges were related to type of appointment. A fl exible EPR program that allows for some customization may lead to an increased ability to meet individual faculty development needs and greater faculty buy-in. Full text: PDF |
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Wednesday, 16 June 2010 18:25 |
Using Questioning to Facilitate Discussion of Science Teaching Problems in Teacher Professional Development - Zhang, Meilan; Lundeberg, Mary; McConnell, Tom J.; Koehler, Matthew J.; and Eberhardt, Jan - Interdisciplinary Journal of Problem-based Learning: Vol. 4: Iss. 1, Article 5, 2010 Abstract: Previous research has shown that questioning is a key strategy that facilitators use to promote discussion in Problem-Based Learning (PBL). Yet, there is a lack of detailed understanding on what questions facilitators ask and how those questions affect discussion. In this study we examined different types of questions that experienced facilitators asked to promote discussion of teaching problems in professional development for science teachers. We videotaped six PBL sessions facilitated by three pairs of experienced facilitators. Data analysis showed that facilitators asked a set of questions to initiate and advance PBL discourse, including questions to solicit ideas, to reframe ideas, to clarify ideas, to push for elaboration, to check for interpretation, and to connect to teachers’ classroom practice. This study has implications for the development of PBL facilitators.
Full Text: PDF |
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Friday, 12 March 2010 08:05 |
Learning Through Work Placements And Beyond - L. Harvey and B. Little - Higher Education Academy’s Work Placements Organisation Forum, 2006 Abstract: The overall aims of the study are to: - investigate students’ perceptions of learning from placements (planned as part of the undergraduate curriculum); - explore how values and ethical positions are developed on placement; - investigate the extent to which students try to transfer and build on such learning in subsequent stages of the taught curriculum. Full text: PDF (1.3 MB) |
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