|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|372586||622127||2015||8 صفحه PDF||سفارش دهید||دانلود رایگان|
• A case of educational development embedded in academic practice.
• Triangulation across multiple data sources enriched assessment.
• Collaborative course design improved alignment of beliefs and practice, and self-efficacy.
• Sustained learning with a trusted network of colleagues enhanced teaching effectiveness.
While universities hold expectations that new colleagues demonstrate high levels of expertise, many recently graduated PhDs are under-prepared for their teaching roles. This case study assessed the impact of an institutionally sponsored, collaborative course design initiative on the professional learning of early-career academics in a research-intensive university in Canada. The initiative was framed as educational development: the integration of faculty, instructional, curriculum, and organizational development in a holistic approach to professional learning. The case documents the impact of a 5-day workshop on course design and teaching complemented with three cycles of classroom observation and feedback, and a monthly discussion group on teaching. Across 10 participants, three strong patterns of results emerged with respect to teaching beliefs, practices and confidence about teaching.
Journal: Studies in Educational Evaluation - Volume 46, September 2015, Pages 39–46