Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers

Fernandes, Sandra; Araújo, Alexandra M.; Miguel, Isabel; Abelha, Marta

doi:10.3390/educsci13030309

Cited by 17 publications

(10 citation statements)

References 36 publications

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“…Similarly, Ha et al (2021) also revealed that professional development trainings and pedagogical skills are interlinked with each other. Fernandes et al (2023) also reported that the significant effect of pedagogical trainings was self-reported by teachers. Teachers show confidence towards pedagogical trainings because such type of trainings improve their teaching practices.…”

Section: Discussionmentioning

confidence: 97%

“…Jan et al (2023) conducted a study that shows the crucial role of teachers' pedagogical knowledge, teaching practices and content knowledge in attaining learning outcomes. Fernandes et al (2023) examined the effect of pedagogical trainings on professional development of teachers. This study used mixed method research approach and collect data from higher education teachers.…”

Section: Pedagogical Content Knowledge Training and Its Effect On Tea...mentioning

confidence: 99%

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Effect of Pedagogical Content Knowledge of Primary School Teachers on their Achievement in Pedagogy

2024

PSSR

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This study was conducted to find out the effect of pedagogical content knowledge training on primary school teachers' achievement in pedagogy. Pedagogical skills involve different methods of teaching which can be used effectively according to the need of the learners. The researchers used one group pre-test post-test experimental design to conduct pedagogical content knowledge related training of 40 hours for 140 teachers, clustered into 5 groups, and measure achievement scores of the subject in the area of pedagogy before and after the training. Pedagogical training related module was developed by an independent expert of the pedagogy. The study used descriptive as well as inferential statistics to analyze the data. Findings of the study revealed significant mean difference in achievement scores on the pretest and posttests of these teachers. The study recommends to conduct pedagogy related professional development trainings for primary school teachers to enhance their capabilities and pedagogical skills.

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Section: Discussionmentioning

confidence: 97%

Section: Pedagogical Content Knowledge Training and Its Effect On Tea...mentioning

confidence: 99%

Effect of Pedagogical Content Knowledge of Primary School Teachers on their Achievement in Pedagogy

2024

PSSR

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“…For years, employee engagement has been examined, and Peter Ducker’s principle states that people who enjoy their jobs perform well. A school, college or university’s faculty includes instructors, lecturers, researchers, scholars and professors of various academic positions such as associate professors and assistant professors (Fernandes et al, 2023). Faculty engagement is crucial to higher education institutes’ growth and success, but the concept is new to India and little research is done on it (Raina & Khatri, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development

Luthra,

Dixit,

Arya

2023

TLO

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Purpose The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined. Design/methodology/approach This study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model. Findings Faculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research. Practical implications This research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations. Originality/value The study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

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“…Without proper mentoring, they might feel lost navigating these new demands. Therefore, vocational colleges must provide structured onboarding and support networks for new hires [1,2] .…”

Section: Introductionmentioning

confidence: 99%

Research on Bottlenecks and Countermeasures for the Development of Young Teachers in Vocational Colleges

Feng,

Liang

2024

SSR

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Young teachers play a pivotal role in workforce development within vocational colleges, yet often face challenges adjusting to their new responsibilities. This study aimed to identify barriers through a questionnaire survey of 11 young teachers. Findings revealed the greatest difficulties lay in adapting instruction methods to meet the diverse needs of learners, navigating constraints on research due to insufficient laboratory facilities and funding, and uncertainty around career progression pathways. To address these issues, we proposed three countermeasure strategies. First, vocational colleges should strengthen partnerships between industry and education through joint training programs and applied research laboratories to enrich curriculum design and enhance teachers’ practical skills. Secondly, establishing formal mentorship programs pairing new educators with experienced mentors can facilitate the transition into their roles and offer careerguidance. Third, colleges should actively encourage the involvement of young teachers in skills competitions to cultivate their practical skills. This research highlights the multifaceted challenges faced by young teachers and the imperative for targeted solutions to strengthen the vocational education workforce.

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Teacher Professional Development in Higher Education: The Impact of Pedagogical Training Perceived by Teachers

Cited by 17 publications

References 36 publications

Effect of Pedagogical Content Knowledge of Primary School Teachers on their Achievement in Pedagogy

Effect of Pedagogical Content Knowledge of Primary School Teachers on their Achievement in Pedagogy

Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development

Research on Bottlenecks and Countermeasures for the Development of Young Teachers in Vocational Colleges

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