Professional Development Needs of Junior Faculty: A Survey Study in a Public University in Turkey

Güneri, Oya Yerin; Orhan, Esra Eret; Aydın, Yeşim Çapa

doi:10.2399/yod.17.005

Cited by 3 publications

References 16 publications

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The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences

Zenouzagh

2022

Educ Res Policy Prac

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This study investigated the effect of video-based teaching practice followed by focused group discussion via electronic collaborative discussion forum (ECDF) on the development of teacher competences. The trend of change on teacher competences of 30 Iranian English as foreign language teachers was traced before and after treatment on quantitative and qualitative measures. First, a newly designed and validated teacher assessment questionnaire named Teacher Balanced Score Card (TBSC) was used to quantitatively account for the developments of teacher competences including clinical, critical, technical and personal from teacher, student and administrative perspectives. In quantitative measure, supervisors' real classroom non-participant observations and theme elicitation through log analysis of ECDF according to a predetermined data coding schemata helped documenting evidences for teacher competence development on TBSC measure in pretest/posttest design. Multivariate analysis of variance results indicated that there were significant changes in technical and clinical competences. The theme elicitation in log analysis of ECDF implies that the required infrastructure for incorporation of technology, culture cultivation of its use, its role in establishing non-threatening supportive platform for teacher evaluation and its potential in teacher reflection, change initiation and management should be revisited at high levels of policy making and local levels. Supplementary Information The online version contains supplementary material available at 10.1007/s10671-022-09318-z.

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The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences

Zenouzagh

2022

Educ Res Policy Prac

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Faculty Development Centers for Digital Teaching and Learning

Elçi

2019

Handbook of Research on Faculty Development for Digital Teaching and Learning

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This chapter identifies and assesses the role of faculty professional development centers in the future higher education institutions. Faculty professional development centers facilitate transition to digital teaching and learning; this can be affected only through implementing strategies and commensurate infrastructure. They thus provide desired digital knowledge, skill sets, and related competencies for the “next generation of learners.” Implementations in Turkey are surveyed and compared to the international scene. Conclusions are drawn on essential features that may be further enhanced for bettering faculty development facilities primarily in the context of universities in Turkey, and extensions to the international scene.

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Validating Interactions: How a System of Learners, Peers, and Policies Explains Faculty Teaching Needs

Price¹,

Carliner²,

López³

2023

Performance Improvement Quarterly

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Some institutions assess the professional development needs of teaching faculty by surveying their interests in teaching topics. In contrast, we sought an explanation of teaching needs that could inform a more comprehensive needs assessment addressing motivations for teaching, challenges from learners, preferred strategies to address challenges, and barriers to using them. We conducted three focus groups of faculty from a university and a feeder college. We found that faculty were motivated by validating interactions with learners and challenged by incoming cohorts with diverse attitudes and abilities. Faculty preferred to consult peers, experiment in class, and offload tasks, but they were undermined by poor communication, bureaucracy, risk management, and limited resources. Faculty persisted with existing approaches until they faced burnout. Female faculty disproportionately reported being motivated by learner impact and challenged by mixed ability classrooms and lack of time. Our model prompts institutions to define and explore faculty teaching needs in terms of validating interactions with learners that are enhanced or diminished by incoming cohorts, preferred strategies, and institutional barriers. As such, faculty development must address each of those multiple, interacting influences.

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Professional Development Needs of Junior Faculty: A Survey Study in a Public University in Turkey

Cited by 3 publications

References 16 publications

The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences

The effect of professional teaching videos induction and online focused group discussion on the development of teacher competences

Faculty Development Centers for Digital Teaching and Learning

Validating Interactions: How a System of Learners, Peers, and Policies Explains Faculty Teaching Needs

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