Engaging Faculty in Professional Development: Lessons From Bangladesh

Abstract

Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.

The mediating effect of interpersonal distrust on the relationship between perceived organizational politics and workplace ostracism in higher education institutions

“…Moreover, antecedents of WO in the context of HEIs are often overlooked by research, with a few exceptions (e.g., Bilal et al, 2020 ; Erkutlu and Chafra, 2016 ). Since a large number of faculty members working in public HEIs in Bangladesh actively engage in partisan and organizational politics ( Shiddike and Rahman, 2019 ; Tithi, 2017 ), the current study draws on social exchange theory (SET), as well as proposes and aims to examine the direct effect of perceived organizational politics (POP) on WO and the mediating effect of interpersonal distrust towards the relationship between POP and WO in the context of public HEIs of Bangladesh. The present study contributes to the literature by identifying perceived organizational politics as a predictor of interpersonal distrust and workplace ostracism.…”

Enhancement of Secondary Science Teacher’s Professional Knowledge in Learning Pedagogical Content Knowledge through Involving in Professional Learning Community

“…The research underscored the need for tailored strategies to address these specific contextual constraints. Moreover, a study by Shiddike and Rahman (2019) examined the relationship between teachers' participation in PLCs and their job professional development, emphasizing the positive impact of collaborative learning communities on teachers' overall professional well-being. Another research by Mim, Rahman, and Jahanara (2017) explored secondary science teachers' pedagogical content knowledge on the "Genetics" topic from the Content Representation (CoRe) perspective and found that teachers prefer to use traditional lecture methods to teach the mentioned topic inside the classroom.…”