CHI TIẾT NGHIÊN CỨU …
Tiêu đề
An Alternative Professional Development Program: Lessons Learned
Tác giả
Erklenz-Watts M.; Westbay T.; Lynd-Balta E.
Năm xuất bản
2006
Source title
College Teaching
Số trích dẫn
7
DOI
10.3200/CTCH.54.3.275-280
Liên kết
Tóm tắt
Abstract. This article describes how a group of small liberal arts college faculty embraced the opportunity to create a faculty learning circle as an alternative professional development program. We provide a review of the program, discuss the lessons learned, and offer recommendations for future efforts in developing a similar faculty development program. Analysis of participant responses to the learning circle indicated that the experience met all their intended objectives. Faculty learning circles contribute to the participants' professional development and could be incorporated into any college campus. © 2006, Copyright Taylor & Francis Group, LLC.
Từ khóa
faculty initiatives; learning circles; professional development
Tài liệu tham khảo
Beaty L., The professional development of teachers in higher education: Structures, methods, and responsibilities, Innovations in Education and Training International, 35, 2, pp. 99-108, (1998); Collay M., Dunlap D., Enloe W., Gagnon G.W., Learning circles: Creating conditions for professional development, (1998); Cox M.D., Peer consultation and faculty learning communities, New Directions for Teaching and Learning, 79, pp. 39-49, (1999); Cross K.P., Steadman M.H., Classroom research: Implementing the scholarship of teaching, (1996); Desimone L.M., Porter A.C., Garet M.S., Yoon K.S., Birman B.F., Effects of professional development on teachers' instruction: Results from a three-year longitudinal study, Educational Evaluation and Policy Analysis, 24, 2, pp. 81-113, (2002); Jenkins A., Turning academics into teachers: A response from a ‘non-academic’ unit, Teaching in Higher Education, 4, 2, pp. 281-285, (1999); Knowles M., Self-directed learning: A guide for learners and teachers, (1975); Levinson-Rose J., Menges R., Improving college teaching: A critical review of research, Review of Educational Research, 51, pp. 403-434, (1981); Lynd-Balta E., Erklenz-Watts M., Freeman C., Westbay T., Linking pedagogical theory to practice in college science, Journal of College Science Teaching, 35, 4, pp. 18-24, (2006); Schon D., The reflective practitioner: How professionals think in action, (1983); Vygotsky L., Mind in society, (1978); Wade S., Hammick M., Action learning circles: Action learning in theory and practice, Teaching in Higher Education, 4, 2, pp. 163-179, (1999)
Nơi xuất bản
Taylor and Francis Ltd.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus