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Swart, Arthur James; Luwes, Nicolaas; Olwagen, Lienie; Greyling, Cameron; Korff, Carel – European Journal of Engineering Education, 2017
Academics must be encouraged to reflect on their teaching, to apply new pedagogies to support student learning and to report on the results of these actions, which really forms part of programmes relating to Scholarship of Teaching and Learning (SoTL). However, there seems to be resistance among some academics to get involved in these programmes…
Descriptors: Focus Groups, Scholarship, Instruction, Learning
Garraway, James – Higher Education Research and Development, 2017
Though the future cannot be accurately predicted, it is possible to envisage a number of probable developments which can promote thinking about the future and so promote a more informed stance about what should or should not be done. Studies in technology and society have claimed that the use of a type of forecasting using plausible but imaginary…
Descriptors: Curriculum Development, Prediction, Predictor Variables, Teacher Workshops
Tardy, Christine M.; Buck, Rachel Hall; Pawlowski, Madelyn; Slinkard, Jennifer R. – Composition Forum, 2018
Genre has emerged as a central concept in writing studies, with numerous scholars advocating for its prominent role in writing instruction. Despite this interest in genre, however, research has not explored teachers' understanding of the concept, which is critical to how they address genre in their classrooms. This study traces the evolving…
Descriptors: Writing Instruction, Writing Teachers, Reflection, Focus Groups
Cen, Yuhao – Teaching in Higher Education, 2018
Teaching and learning in higher education can integrate and accomplish student developmental goals in addition to promoting student learning of subject matter knowledge and transferrable skills. Drawn from the theoretical concept of self-authorship, the Learning Partnerships Model was implemented in teaching a graduate-level course on social…
Descriptors: Graduate Study, Qualitative Research, Epistemology, Student Development
Farrell, Thomas S. C.; Vos, Rebecca – Iranian Journal of Language Teaching Research, 2018
Teacher principles encompass a teacher's stated assumptions, beliefs, and conceptions about acquiring and teaching a second language (L2). Due to the complex and diversified nature of how principles take form, an individual teacher's principles will influence their judgements, perceptions and instructional decisions, thus affecting the outcome of…
Descriptors: Educational Practices, Educational Principles, Beliefs, Second Language Instruction
Onyura, Betty; Ng, Stella L.; Baker, Lindsay R.; Lieff, Susan; Millar, Barbara-Ann; Mori, Brenda – Advances in Health Sciences Education, 2017
Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our aim is to elucidate how faculty development can work to…
Descriptors: Faculty Development, Program Effectiveness, Evaluation Methods, Longitudinal Studies
Intersectionality and Reflexivity in Gender Research: Disruptions, Tracing Lines and Shooting Arrows
Locke, Kirsten – International Studies in Sociology of Education, 2015
This paper utilises the conceptual lens of intersectionality to explore gendered academic career trajectory in the context of one participant's challenge to a normative reading of the link between her private life and its relation to a "successful" academic career. The paper then charts the recalibrations that needed to take place to…
Descriptors: Gender Issues, Research Methodology, Figurative Language, Interviews
Gut, Dianne M.; Wan, Guofang; Beam, Pamela C.; Burgess, Lawrence – School-University Partnerships, 2016
This study focuses on the use of a mentoring protocol, the reflective dialogue journal, to develop professional competencies for pre-service teachers within a school-university partnership. To examine the effectiveness of the reflective dialogue journal protocol and the processes employed by mentor teachers to assist pre-service teachers with…
Descriptors: Beginning Teachers, Novices, Competence, Diaries
Barak, Miri – Journal of Science Education and Technology, 2017
The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the…
Descriptors: Science Education, Educational Technology, Technology Uses in Education, Technological Literacy
Margalef, Leonor; Pareja Roblin, Natalie – Educational Research and Evaluation, 2016
Facilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the…
Descriptors: Facilitators (Individuals), Communities of Practice, Role, College Faculty
Harvey, Marina; Ambler, Trudy; Cahir, Jayde – Teacher Development, 2017
Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and…
Descriptors: Mentors, College Faculty, Faculty Development, Evidence Based Practice
Bell, Amani; Mladenovic, Rosina – Teaching in Higher Education, 2015
Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice…
Descriptors: Context Effect, Peer Evaluation, Observation, Faculty Development
Oliver, John; Gordon, Stephen P.; Oliver, Michele L. – International Journal of Education Policy and Leadership, 2018
This article reports on a study of the value master's students in a principal preparation program placed on a variety of instructional strategies. The aspiring principals completed a survey with fixed-response and open-ended items. The students' most valued class discussions were about how their personal experiences related to the class topic and…
Descriptors: Principals, Graduate Students, Masters Programs, Administrator Education
Hemmings, Brian Colin – Issues in Educational Research, 2015
This article reports on a qualitative study exploring teaching self-efficacy (defined as a belief in capability to execute teaching-related tasks) in a higher education context. It is based on the views of 12 early career academics (ECAs) employed at Charles Sturt University who were interviewed to learn more about how their teaching self-efficacy…
Descriptors: Foreign Countries, Qualitative Research, Self Efficacy, College Faculty
Alnawas, Ibrahim – Higher Education: The International Journal of Higher Education and Educational Planning, 2015
This paper argues that student orientation (SO) is a high order construct that should be measured formatively rather than reflectively. Using a discovery-oriented approach, conducted by supplementing educational and marketing literatures with in depth interviews from 23 academic staff in seven different universities, the authors identified three…
Descriptors: Higher Education, College Students, Orientation, Formative Evaluation