How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge

Fabriz, Sabine; Hansen, Miriam; Heckmann, Carmen; Mordel, Julia; Mendzheritskaya, Julia; Stehle, Sebastian; Schulze-Vorberg, Lukas; Ulrich, Immanuel; Horz, Holger

doi:10.1080/07294360.2020.1787957

Cited by 37 publications

(21 citation statements)

References 43 publications

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“…Five important ability indicators were also developed at the level of self-development ability, namely, career development, practical reflection, self-reflection, joint learning, and communication skills. These are similar to those expected of ideological and political educators by society, namely, to master the basic methods of disciplinary research and educational science research, have the ability to find and analyse problems, and understand the role of a community of common learning (Christof, 2014;Fabriz et al, 2021;Karatas & Yilmaz, 2021;Saregar, 2021).…”

Section: Discussionmentioning

confidence: 66%

Establishment of Core Capacity and Capacity Index Based on an Outcome-Based Ideological and Political Education Major in Chinese Universities

Liu

Cao²,

Chen³

et al. 2023

JCT

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With the development of the society, most countries have begun to improve the level of education and are advocating the implementation of the theory of Outcome Based Education, which is used in this research to explore the development of a curriculum of Ideological and Political Education Major.The purpose is to determine the professional core competence, expand the core competence indicators, and determine the relative weight of the core competence indicators. 4 core capacities and 20 core capacity indices of the Ideological and Political Education Major in Chinese universities were established using the Modified Delphi Method with two types of expert questionnaires. The Analytic Hierarchy Process was used to establish a hierarchical structure, and the relative weight and ranking of each capacity index was calculated to ensure consistency and stability using the YAAHP software. The aim of the research is to further clarify the core capacity and capacity indices of education.

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Section: Discussionmentioning

confidence: 66%

Establishment of Core Capacity and Capacity Index Based on an Outcome-Based Ideological and Political Education Major in Chinese Universities

Liu

Cao²,

Chen³

et al. 2023

JCT

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“…With this basis, teachers will be able to assimilate and integrate pedagogical concepts and principles into their content to then develop their PCK and TPCK. Even more, recent research showed that pedagogical development programs can additionally enhance teacher confidence, self-concept and self-efficacy [27,56] [52,53,82,84]. Although the latter proposes many tracks and enables HCI instructors to submit teachable moments, studies exploring HCI students' experiences and achievement about instructional practices stay scarce.…”

Section: Reflections For Practicementioning

confidence: 99%

Applying the TPACK model to HCI Education: Relationships between Perceived Instructional Quality and Teacher Knowledge

Sacre

Lallemand

2023

Proceedings of the 5th Annual Symposium on HCI Education

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Instructional quality in Human-Computer Interaction (HCI) education is crucial to ensure that students acquire the necessary skills to understand the complexity of socio-technical systems and design interfaces and interactions accordingly. Previous empirical evidence suggests that teaching quality is determined by teacher knowledge -domain-specific, pedagogical, and technological knowledge. Through a survey of N=54 HCI instructors, this paper reports on teacher knowledge and investigates its relationship with their perceived teaching quality at different levels of HCI education. Findings show that HCI instructors rated their domain-specific and technological knowledge rather high, while the components of pedagogical knowledge were rated lower. Yet, pedagogical knowledge was related to instructional quality, specifically the degree of cognitive activation provided to students. We contribute by documenting and discussing the strengths and weaknesses of HCI instructors' knowledge and teaching quality. We draw implications for instructors, institutions and the HCI education community. CCS CONCEPTS• Human-centered computing → Human computer interaction (HCI).

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“…However, many challenges still hinder staff development program's success 15 . An in-depth understanding of FDPs would reinforce authentic professional development and provide a piece of evidence for how teachers might change via these activities 16 . The purpose of this study was to address the faculty development program regarding four active learningbased approaches and their impact on various undergraduate medical and health-related programs (Medicine, Nursing, and Medical Laboratory Sciences).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effectiveness of Faculty Development Program on Medical and Health Related Sciences Education

Alsagheer

Ghoneim

Ali

2022

JEOH

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The professional development of faculty is progressively noticeable in both higher and health profession education. The monitoring of faculty development activities could enhance their effectiveness and contribute to the education quality. This study aimed to address a faculty development program regarding four active learning-based approaches and their impact on three undergraduate medical and health-related programs. Methods: Following the implementation of the faculty development program, it was evaluated based on the first three levels of Kirkpatrick’s Model. The program development was underpinned by the training needs assessment of the faculty. Results: The results of the evaluation using the Kirkpatrick model (reaction, learning, behaviour, and actions) were informative. The response rate by faculty was 100%. Overall, faculty satisfaction with their development activities (Kirkpatrick 1st level) was 91%. The results of the T-tests of the Faculty Development Programs (FDPs) were statistically significant (p<0.05). The gain and transfer of knowledge in the workplace were ensured. Discussion and Conclusion: This research provided valuable information regarding the impact of faculty development activities on the faculty from various perspectives. The current study endorses the faculty development program’s positive impact on the performance of the faculty, teaching effectiveness, and increased the increased student satisfaction about active learning-based teaching.

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How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge

Cited by 37 publications

References 43 publications

Establishment of Core Capacity and Capacity Index Based on an Outcome-Based Ideological and Political Education Major in Chinese Universities

Establishment of Core Capacity and Capacity Index Based on an Outcome-Based Ideological and Political Education Major in Chinese Universities

Applying the TPACK model to HCI Education: Relationships between Perceived Instructional Quality and Teacher Knowledge

Exploring the Effectiveness of Faculty Development Program on Medical and Health Related Sciences Education

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