This paper seeks to examine a specific development in the history of teacher education to explore whether it might illuminate and inform contemporary debate. It offers a historical/comparative analysis of the contribution of teachers' centres to the professional development of teachers in England and Spain during the late 1960s to the early 1990s.…

Despite the numerous attempts to engage teachers on a practical level with evidence-informed pedagogies, there is little empirical research that maps the journey, from the inception to the implementation and practical applications, of a research centre within a school with the aim of embedding evidence-informed practice within the school. This…

Faculty fellows have long served as a staple of centers for teaching and learning (CTLs), but to date little to no evidence has been gathered regarding their broader impact. The current study provides a snapshot of U.S.-based faculty fellows programs today, based on a comprehensive review of CTL websites. We categorize faculty fellows programs…

This research is based on case studies of seven district teacher development centres (DTDCs) in KwaZulu-Natal province of South Africa. The paper describes the perceptions of selected teachers regarding their professional learning and development experiences at these centres. The purpose of the study was to determine the role the centres play in…

This study seeks to explore the physical spaces centers for teaching and learning (CTLs) occupy; with an emphasis on gaining a better picture of what CTL spaces look like; where they are located; how they developed: and what these spaces represent. We gathered visual, empirical, and qualitative data to take the first steps towards developing a…

Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers' access to quality TPD is a challenge due to geographical limitations, gender, special…

Humans have a basic need to be constantly engaged in learning. The learning process, however, has undergone interesting changes as a result of the technological revolution, such as the advent of online learning. Technological changes in learning have also affected professional development courses. The purpose of this study is to compare attitudes…

This study reports on an investigation into the experiences of faculty engaged in the Scholarship of Teaching and Learning (SoTL). Common challenges that emerged across the interviews included competing priorities, and a lack of background knowledge and research skills relevant to their SoTL work. These challenges were often overcome by working…

The establishment and promotion of professional development centers at higher education institutions (HEIs) play a significant role in building and supporting faculty teaching and research capacity. Although not all universities and colleges assign teaching the same significance that they give to research, there are many best practices of…

This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex 'third spaces', providing support through an embedded partnership relationship that requires lateral movement across functional and…

Teaching and Learning Centres (TLCs) play a role in the professional development of faculty, staff and teaching assistants in higher education institutions. One of the functions of many TLCs is that of outreach, not only to the individuals within their institutions who are their primary clientele but also to the greater higher education community.…

Post-secondary institutions, especially those with a research focus, face a challenge in ensuring consistent and high-quality teaching, in part because many members of the teaching faculty have backgrounds in research instead of teaching. A common part of meeting this challenge is the presence of Centres for Teaching and Learning (CTLs) on…

This paper describes the evaluation of a teaching and learning centre (TLC) five?years after its inception at a mid-sized, midwestern state university. The mixed methods process evaluation gathered data from 209 attendees and non-attendees of the TLC from the full-time, benefit-eligible teaching faculty. Focus groups noted feelings of…

The two centers, the Teaching-Learning Center and the Professional Development Center, of the Kellogg Project are described. They are designed to support Illinois State University faculty in teaching and career development. The two centers have separate directors and their own program of responsibility, but also function in an interdependent way…

Many unanswered questions exist as to the functions considered most important and effective in achieving the goals of a faculty development center, where efforts are directed, and any existing relationships between faculty development centers and institutional characteristics. In September 1977 a study was undertaken to examine some of these…