Enhancing teacher collaboration in higher education: the potential of activity-oriented design for professional development

Abstract

Professional development programs for teachers in higher education are often characterized by top-down approaches, which fail to make appreciable differences in teaching practices. This study uses a qualitative approach to explore activity-oriented design (AOD) as an instrument for collaborative learning in higher education teacher professional development. We examine Teknosofikum, an ongoing project developed in Denmark along three iterations, involving a total of 64 course participants (42 in the hybrid format; 22 online). The study applies the methodology of design-based research: data was collected via 15 semi-structured group interviews, online forums, and field notes/recordings from online meetings and onsite workshops. Data analysis follows the methodology of grounded theory and evidence is given significance inductively, based on contextual data. Four activities were selected to assess the potential of AOD methods in enhancing teacher collaboration, with different aims reflection, discussion, theory-practice alignment, and participation. Our analysis revolved around three main categories: trust, deep interaction, and shared beliefs/values. The results show how collaborative group work activities have improved trust and knowledge-sharing among participants and have contributed to creating a safe learning environment. The paper concludes that AOD methods could better assist educational designers in promoting professional development courses that aim at enhancing teacher collaboration in higher education.

Design principles for higher education teacher development

“…From the data collected at the workshops, another important result emerged. The course participants found particularly interesting those activities that related their practices to an existing theoretical background (Pischetola et al, 2022). The group discussions led to a deep exploration of personal beliefs, values, and assumptions that the course participants had in their teaching (with or without knowing).…”

Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo

“…Both parties involved in the collaborative effort acknowledge and strive towards a shared objective. In addition, these individuals engage in the collaborative exchange of resources, knowledge, and skills pertaining to their respective teaching practices (Buyukgoze et al, 2022;Chavez et al, 2023b;Pischetola et al, 2023;Richter et al, 2022). Both parties engage in a structured and organized process, as per a predetermined plan, or alternatively, they may opt for a more spontaneous and casual approach.…”

Manaaki Tauira Course Enhancements Program

“…Furthermore, the demand for classroom implementation and reflection in professional development has also been highlighted (Teräs, 2016;Ling and MacKenzie, 2001;Wargo, 2022). Questions arise as to the effectiveness and value of short training courses in professional development (Teräs, 2016;Makopoulou et al, 2021), yet the literature reveals that professional development that is delivered over a longer duration (Teräs, 2016, Lawless andPellegrino, 2007), and includes opportunities for collegial sharing, collaboration, development of community, promotion of teachers' agency, situated design, and practical application to be more effective (Brodie, 2021;Ling and MacKenzie, 2001;Owston et al, 2008;Pischetola et al, 2023).…”