A systematic literature review of faculty development for teacher educators

Phuong, Tam T.; Cole, S. Catherine; Zarestky, Jill

doi:10.1080/07294360.2017.1351423

Cited by 72 publications

(61 citation statements)

References 49 publications

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“…However, both universities and their campuses (constituent and affiliated) had limited policy documents that specified how and why technologies should be part of teacher education courses. For example, when asked if the university had standards for its teaching staff and pre-service teachers, the Dean responded: Policies on technology use in education are of high significance because they impact all aspects of technology integration in education (Drent & Meelissen, 2008;Varvel, Montague, & Estabrook, 2007) and provide reasons for effective uptake of ICTs (Phuong, Cole, & Zarestky, 2018;Zhu, 2015). Therefore, the lack of policy was found to have farreaching consequences.…”

Section: Quaternary Contradiction: Policies Versus Technology Usementioning

confidence: 99%

Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective

Laudari

Maher

2019

J NELTA

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The effectiveness of pre-service teachers’ ICT training during teacher education course is often linked with the teacher educators’ (TEs’) practices. TEs’ digital practices, however, are under-studied, thus, are not fully understood. This study, which draws on the theoretical tenets of Activity Theory, reports on the factors that limit TEs’ digital practices in a context where technology use has just begun to evolve. Using a multi-method case study, this study collected data from EFL TEs and policymakers. The analyses of the policy data and interviews reveal that multiple factors constrain TEs’ digital practices. A key finding of the study is that factors related to ICT policies, training for TEs and resources hindered the use of technology by TEs. Implications of these are discussed.

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Section: Quaternary Contradiction: Policies Versus Technology Usementioning

confidence: 99%

Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective

Laudari

Maher

2019

J NELTA

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“…For Dunlap and Piro (2016), data literate educators can design effective databased learning activities. According to Kippers et al (2018), these educators are well placed to help learners to consciously collect and analyse data to construct knowledge; therefore, training programmes should foster research on pedagogical practices towards implementing data literacy activities whose impact can be assessed (Izadinia 2014;Phuong, Cole, and Zarestky 2017). Halverson et al (2007) propose to train educators in data projects with dynamics they can extrapolate to their courses, connecting data to support evidence-based approaches for teaching and learning, including activities such as data challenges, considering the guidelines of Piety, Court, and Hickey (2014) who suggest that dataled activities should include elements of ethics, privacy and information architecture.…”

Section: Academic Development On Critical Data Pedagogiesmentioning

confidence: 99%

Critical literacies for a datafied society: academic development and curriculum design in higher education

Atenas

Havemann

Timmermann

2020

Research in Learning Technology

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Participation in democracy, in today's digital and datafied society, requires the development of a series of transversal skills, which should be fostered in higher education (HE) through critically oriented pedagogies that interweave technical data skills and practices together with information and media literacies. If students are to navigate the turbulent waters of data and algorithms, then data literacies must be featured in academic development programmes, thereby enabling HE to lead in the development of approaches to understanding and analysing data, in order to foster reflection on how data are constructed and operationalised across societies, and provide opportunities to learn from the analysis of data from a range of sources. The key strategy proposed is to adopt the use of open data as open educational resources in the context of problem-and research-based learning activities. This paper introduces a conceptual analysis including an integrative overview of relevant literature, to provide a landscape perspective to support the development of academic training and curriculum design programmes in HE to contribute to civic participation and to the promotion of social justice.

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“…In the globalization era, remaining up-to-date is a significant concern for many who aim to be professionals in their respective vocations, and work in academia and higher education institutions. Regarding the importance of educating academics, faculty development has been a topic of interest in North America for some time but requires further research in other parts of the world (Phuong, Cole, & Zarestky, 2018). Though the amount of literature focusing on the development and in-service training of teachers and school administrators working in the Turkish National Ministry of Education (Turkish acronym, MEB) continues to increase (e.g., Altan, 2016;Küçüksüleymanoğlu, 2006), faculty development is a new concept in Turkey and limited research has been completed regarding the training of academics, whether they are veteran or novice faculty members (Odabaşı, 2003;2005).…”

Section: Introductionmentioning

confidence: 99%

Designing and evaluating a faculty development program on english language needs: a mixed methods approach

Dinçer¹,

Koç²

2018

HIG

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Faculty development in higher education is a promising area of research, which requires further study in terms of present-day academics' needs. Considering the necessity of English in academia, this study aimed to determine the academics' language needs and to test the effectiveness of an academic development training designed based on the identified needs. Then, a multiphase mixed methods design was adopted to answer the aims. Accordingly, a needs analysis survey regarding the English language requirements of university faculties was conducted across 105 faculty members in Erzincan Binali Yıldırım University, a Turkish state university. In addition, 35 out of the members completed an intensive three-week English conversation and academic writing program designed in accordance with the language needs of the academics. The changes between the pre-test and post-test scores for the academics were investigated, with a focus on the willingness to communicate in English, and perceived self-efficacies in English speaking and writing. Further, the academics' opinions on the training program were collected with open-ended interview questions at the conclusion of the course. The needs analysis survey results indicated that the majority of academics believe their English is either at a beginner or elementary level, and that they require English to fulfil several academic purposes. The findings relating to the effectiveness of the training program showed significant differences in the academics' pretest and post-test scores, in favor of the post-test scores, regarding willingness to communicate, and perceived self-efficacies in speaking and writing. The findings from the open-ended questions about the program confirmed the effectiveness of the course and highlighted the necessity to improve foreign language proficiency levels in university faculties through similar language training programs. In light of the findings, implications for the internalization of the higher education institutions are discussed at the end of the paper.

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A systematic literature review of faculty development for teacher educators

Cited by 72 publications

References 49 publications

Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective

Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective

Critical literacies for a datafied society: academic development and curriculum design in higher education

Designing and evaluating a faculty development program on english language needs: a mixed methods approach

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