The Relevance of Faculty Development for Teachers of Psychology

Boice, Robert

doi:10.1207/s15328023top1101_1

Cited by 10 publications

(5 citation statements)

References 47 publications

(29 reference statements)

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“…Although teachers wished to improve their instruction, it was not immediately apparent how faculty development programs were helpful with limited evidence of effectiveness (Boice, 1984).…”

Section: Faculty Developmentmentioning

confidence: 99%

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Strickland-Davis

Kosloski

Reed

2019

Community College Journal of Research and Practice

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Community college faculty have experienced a shift in focus from access to access and student success. Given this shift in responsibility for student learning, community college faculty should be sufficiently prepared to teach a diverse student body and subsequently uphold beliefs regarding their ability to bring about desired outcomes of student engagement and learning. Given preparedness is a measure of self-efficacy, professional development for community college faculty is a critical investment in the support and development of teacher efficacy and faculty skill.Social learning theory specifically speaks to a means of increasing self-efficacy. As a professional development practice, social learning allows for participants to share problems, ideas, viewpoints, and collaboration towards solutions. Faculty development grounded in social learning theory may serve as a viable option for community college faculty to learn best practices in teaching and learning via social influence and social reinforcement. Therefore, the purpose of this study was to determine the effect, if any, of professional development modeled upon social learning theory on community college teacher efficacy. Administrators and faculty developers may find the results of this study useful as they make decisions about program design and resource allocation.iii A pre-experimental, one-group pre-and post-test research design using the Teacher's Sense of Efficacy Scale was used to measure the effectiveness of a faculty development treatment on teacher efficacy beliefs in the constructs of classroom management, student engagement, and instructional strategies. This method enabled a comparison of efficacy levels prior to and after participation in faculty professional development as a means to determine any potential influence.Data were analyzed by employing dependent and independent sample t-tests to determine differences in teacher efficacy mean scores over time. Findings indicated no significant differences in pre-and post-test scores for overall teacher efficacy and efficacy in the constructs of classroom management, student engagement, and instructional strategies. However, there was a significant difference in overall teacher efficacy scores after participating in the faculty development treatment between new and experienced faculty. From these findings, three themes were drawn that provide specific recommendations for community college faculty development program design. iv

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“…Although teachers wished to improve their instruction, it was not immediately apparent how faculty development programs were helpful with limited evidence of effectiveness (Boice, 1984).…”

Section: Faculty Developmentmentioning

confidence: 99%

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

Strickland-Davis

Kosloski

Reed

2019

Community College Journal of Research and Practice

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“…As discussed in chapter 4 of this book and elsewhere (Boice, 1984), faculty development activities maintain the professoriate's intellectual vitality. Valuable interactions with colleagues foster renewed commitment to teaching and improved morale.…”

Section: Motivational Benefics For Facultymentioning

confidence: 98%

From isolation to community: Increasing communication and collegiality among psychology teachers.

Weiten¹,

Davis²,

Jegerski³

et al. 1993

Handbook for Enhancing Undergraduate Education in Psychology.

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Colleges and universities have been viewed traditionally as communities devoted to learning, and academic disciplines such as psychology have been characterized as communities of scholars. According to a variety of sources, the collegiality in these overlapping academic communities appears to be eroding. A recent Carnegie report commented on the fragmentation in higher education today:The administrative structure has grown more and more complex, the disciplines have become increasingly divided, and academic departments are frequently disconnected from one another. The curriculum is fragmented, and the educational experience of students frequently lacks coherence. Many are now asking: How can the work of the nation's colleges and universities become more intellectually coherent?

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“…The literature also substantiates that resistance to faculty development and the difficulty of pedagogical change, such as that experienced by the instructors in this study, are not new. Common reasons for such resistance include concerns about not having the time to implement change, that help or change is unnecessary, or that the need for faculty development implies incompetence on the part of the instructor (Boice, 1984;Turner & Boice, 1986). Hodges (2006) notes that fear of risk taking can playa large part in impeding change and emphasizes the importance of small changes that do not remove instructors far from their comfort zones, while Hativa (2000) focuses on the significance of addressing personal beliefs about teaching with instructors.…”

Section: A Brief Overview Of the Literaturementioning

confidence: 99%

7: Effecting Change in Limited-Control Classroom Environments

Boye¹

2011

To Improve the Academy

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Many instructors face the dilemma of possessing little control over their own curriculum or even theirown pedagogy. This chapter examines three instructors who were teaching the same course over several years, facing the same problematic issues beyond their control, and describes the role of faculty developers in helping effect practical change for those instructorsand for the course. The findings of this study, usinglongitudinal data derived from student evaluations and qualitative responses from instructor interviews, suggest that faculty developers can help instructors realize change on an individual level as wellas at the department and big-picture levels.

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The Relevance of Faculty Development for Teachers of Psychology

Cited by 10 publications

References 47 publications

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

The Impact of Professional Development Grounded in Social Learning on Community College Faculty Efficacy

From isolation to community: Increasing communication and collegiality among psychology teachers.

7: Effecting Change in Limited-Control Classroom Environments

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