Competency-based Education – Implications on Teachers’ Training

Serdenciuc, Nadia Laura

doi:10.1016/j.sbspro.2013.04.200

Cited by 29 publications

(21 citation statements)

References 13 publications

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“…This is consistent with other studies which also found that adjuncts wanted to participate more, but were limited by barriers (Beem, 2002;Grant, 2002;Martinak et al, 2006). These barriers include time (Magda, et al, 2015) and the need to balance a full-time workload (Hoyle, 2010;Serdenciuc, 2013). In this study, the most commonly-noted barrier was time and locationparticipants felt they had little time to spend on meetings or activities that were not directly related to teaching.…”

Section: Findings In the Context Of The Literaturesupporting

confidence: 89%

“…Programs that require faculty members to attend or watch recorded training sessions before teaching begins can be challenging for those with obligations outside the institution (Hoyle, 2010;Serdenciuc, 2013). This data highlights the reality that while adjuncts may want to participate, institutional policies create barriers.…”

Section: Participation Barriers Despite This Readiness Institutionsmentioning

confidence: 99%

“…Institutions must realize that some adjuncts may not be willing to participate in institutional efforts. In addition, many development programs are designed to secure "lifetime employability" for a group that may not desire to become lifelong educators (Serdenciuc, 2013). If possible, institutions should offer incentives such as released time, salary advancement, and professional activity credits, but if they are unable to do so, intrinsic motivators can also be impactful (Grant, 2002).…”

Section: Participation Barriers Despite This Readiness Institutionsmentioning

confidence: 99%

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When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Williams-Munger¹

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Adjunct faculty members have become the dominant faculty demographic in American higher education, as the majority of all new faculty appointments are now part-time. Despite this, there remains a lack of comprehensive data regarding the adjunct experience, particularly in regards to specific subgroups of adjunct faculty. While some adjuncts function as replacements for fulltime faculty, adjunct practitioners have a unique value-add in that they bring professional knowledge and field experience into the classroom. For this reason, they play an integral role in practice-based programs. In order to become successful instructors, they must be supported by the administration and integrated into the academic community; however, much about the experience of this group is unknown. Therefore the purpose of this qualitative case study was to gain insight into the experience of adjunct practitioners. Using Kahn's (1990) theory of employee engagement, this study sought to answer the following research question: How do adjunct practitioners experience engagement at a mid-sized private university on the West Coast?Data gathered from interviews and a document review produced four key findings: first, participants feel teaching is personally meaningful, though they lack a sense of community with other faculty and the institution as a whole. Second, participants do not feel entirely secure in their roles and are concerned about their future security with the institution. And third, participants believe they possess the necessary basic resources to perform their role, but would appreciate more accessible development opportunities. Implications for practice and recommendations for future research are also discussed.

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Section: Findings In the Context Of The Literaturesupporting

confidence: 89%

Section: Participation Barriers Despite This Readiness Institutionsmentioning

confidence: 99%

Section: Participation Barriers Despite This Readiness Institutionsmentioning

confidence: 99%

See 1 more Smart Citation

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Williams-Munger¹

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“…The initial teacher training programs oriented on competency-based education must also be accompanied by an upgrade of the teaching force through continuous professional development programs (Serdenciuc, 2013).…”

Section: Theoretical Framework On Tvet Teacher Education and Professimentioning

confidence: 99%

Towards competence-based technical-vocational education and training in Ethiopia

Solomon¹

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“…Serdenciuc, 2013), the teaching profession has to be built on a proactive behavior in the context of openness to lifelong learning. That is why sustain the development of the training programs in a perspective of the integrated learning experiences, for a coherent pathway of professional development in the teaching career.…”

Section: A Few Benchmarks For Teachers' Education In Contemporary Worldmentioning

confidence: 99%

Shaping Learning Experiences of the Future Teachers

Serdenciuc

2015

Procedia - Social and Behavioral Sciences

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This paper is a result of a theoretical approach that explores the challenges facing the process of improving teacher education in a contemporary moving world and highlights the importance of changes at the level of the learning experiences construction. The present study calls attention on a few points of reference regarding shaping learning experiences of the future teachers, on the basis of an appropriate formation vision that values: awareness, openness, inquiry, reflection, choice, ethical responsibility and appropriate professional behavior.

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Competency-based Education – Implications on Teachers’ Training

Cited by 29 publications

References 13 publications

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

When those who can, teach: understanding the engagement of adjunct practitioners - a case study

Towards competence-based technical-vocational education and training in Ethiopia

Shaping Learning Experiences of the Future Teachers

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