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Jamie Mak – ProQuest LLC, 2024
Faculty are central to higher education and workforce development. Recent significant disruptions including the pandemic, student demographic shifts, and technology advancements in artificial intelligence are challenging faculty member's status quo in their teaching and research practices. Faculty members will need to actively engage in…
Descriptors: Transformative Learning, Faculty Development, Biomedicine, College Faculty
Tracy H. Clark – ProQuest LLC, 2024
Prioritizing student engagement in the classroom, where students want to learn more and be challenged, can lead to future success. This study investigated the effectiveness of providing teachers with professional development focusing on student engagement. The study utilized a mixed-method methodology that examined the effects of professional…
Descriptors: Elementary School Teachers, Faculty Development, Learner Engagement, Program Effectiveness
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Alaa J. Zayeb; Ayda A. Aleidan; Naser Gh. Ali – World Journal of Education, 2024
This study explores the role of higher education professional development in the integration of visual literacy instruction at the university level. Visual literacy is a crucial skill that empowers students to comprehend and generate visual content across diverse domains. However, many instructors lack necessary training and support to effectively…
Descriptors: Universities, College Faculty, Visual Literacy, Faculty Development
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Zhichun Liu; Zarina Gearty; Eleanor Richard; Chandra Hawley Orrill; Shakhnoza Kayumova; Ramprasad Balasubramanian – International Journal of STEM Education, 2024
Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers' computational-thinking-focused professional development (PD). The findings depict the landscape of…
Descriptors: Computation, Thinking Skills, Elementary Secondary Education, Teaching Methods
Anna Teresa Huang – ProQuest LLC, 2024
Early childhood experiences set the foundations for health, well-being, and learning; quality interactions at this stage of development improve outcomes for young children. Teacher qualifications, training, and professional development (PD) are important components of best practice in early childhood education (ECE) and are frequently used as…
Descriptors: Faculty Development, Early Childhood Teachers, Teacher Effectiveness, Program Effectiveness
Timothy C. Butler – ProQuest LLC, 2024
Effective teacher professional development is abundantly important for teacher learning and for meeting the needs of students. With many forms of professional development, districts seek to get high-quality professional development to stretch their school budgets. The purpose of this study was to examine the perception of members of regional…
Descriptors: Consortia, Professional Development, Faculty Development, Academic Achievement
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Ying-Shao Hsu; Kai-Yu Tang; Tzu-Chiang Lin – Science & Education, 2024
This study explored research trends in science, technology, engineering, and mathematics (STEM) education. Descriptive analysis and co-word analysis were used to examine articles published in Social Science Citation Index journals from 2011 to 2020. From a search of the Web of Science database, a total of 761 articles were selected as target…
Descriptors: STEM Education, Educational Research, Educational Trends, Periodicals
Joshua L. Hatfield – ProQuest LLC, 2024
The purpose of this qualitative case study was to explore the experiences and perceptions of instructional coaches and teachers using the Results Coaching Global Framework with respect to outcomes of working together. The intent of an instructional coach is to collaborate with teachers one-on-one to build their instructional teaching skills. The…
Descriptors: Elementary School Teachers, Coaching (Performance), Faculty Development, Fidelity
Kimberly Winn Kirby – ProQuest LLC, 2024
As scrutiny increases on higher education to verify the value of a degree from a variety of constituents including parents, students and legislators, institutions of higher education must ensure students are receiving a sound education that meets their goals. Those primarily charged with doing so are faculty who may be content experts, but lack…
Descriptors: Higher Education, Faculty Development, Teacher Motivation, Teacher Participation
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Randi M. Sølvik; Pål Roland – International Journal of Leadership in Education, 2025
Focus is shifting from individualized to collective learning for teachers, but many schools struggle to structure and enhance collective professional learning. This interview study aims to explore possibilities for and barriers to leading collective professional learning in school by studying teachers' and principals' perspectives on how school…
Descriptors: Secondary School Teachers, Principals, Foreign Countries, Faculty Development
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Marta Flores; Ester Miquel; David Duran – European Journal of Psychology of Education, 2025
This research focuses on the interaction between pairs of teachers who carry out Reciprocal Peer Observation (RPO) practices. The aim is to identify how teachers learn by building knowledge collaboratively during their participation in feedback meetings (the third stage of the RPO cycle). From an initial sample of 400 voluntary in-service…
Descriptors: Teacher Collaboration, Learning Processes, Cooperative Learning, Faculty Development
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Wangbei Ye; Bin Zhou – Professional Development in Education, 2025
This study aims to portray Master Teachers' experience of teacher professional development in post-1976 China. Interview data were collected from 22 Master Teachers from Shanghai in 2019-2020. Analyses of the findings revealed that these Master Teachers experienced three historical stages of teachers' professional development in China: a…
Descriptors: Foreign Countries, Master Teachers, Faculty Development, Educational Change
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Yinyin Zhou; Haibo Gu; Qian Wang; Michelle Tornquist; Xiaojun Zhang – European Journal of Education, 2025
While formal, digital-technology-based professional development for higher education faculty has been extensively studied, informal and incidental learning (IIL) within this area remain underexplored. Integrating the Broaden-and-Build Theory with the Informal and Incidental Learning framework, this study examines how positive emotions influence…
Descriptors: Faculty Development, College Faculty, Social Media, Informal Education
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Wilson, Jacquelyn – Learning Professional, 2022
When educators engage in professional learning that is standards-based and led by an administrator who engaged in a standards-aligned preparation program and works in a state that has adopted standards for school leadership, there is greater potential for everyone in the system to develop the beliefs, values, knowledge, and skills to improve their…
Descriptors: Alignment (Education), Faculty Development, Leadership, Standards
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Ahmed, Salah A. M.; Zhang, Wenlan; Ma, Hongliang; Feng, Zhichao – Review of Education, 2023
STEM teacher professional development (STEM-TPD) has become a hot topic of educational research. To evaluate the main characteristics, status and trends of this educational field and to provide new insights for future studies, this review applies a bibliometric analysis of relevant publications. The Web of Science (WoS) core collection database…
Descriptors: Faculty Development, STEM Education, Bibliometrics, Trend Analysis
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