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AuthorChaaban, Youmen
AuthorAl-Thani, Hessa
AuthorXiangyun, Du
Available date2023-03-30T10:37:22Z
Publication Date2023
Publication NameProfessional Development in Education
Identifierhttp://dx.doi.org/10.1080/19415257.2023.2193199
CitationYoumen Chaaban, Hessa Al-Thani & Xiangyun Du (2023): A systems-thinking approach to evaluating a university professional development programme, Professional Development in Education, DOI: 10.1080/19415257.2023.2193199
ISSN1941-5257
URIhttp://hdl.handle.net/10576/41544
AbstractUsing social constructivist theories of adult learning, the Faculty Pedagogical Development (PD) Programme was designed to offer faculty a unique professional learning experience at one university in (country name). This study reports on the evaluation of this PD programme that involved 24 participants from different colleges in its first round of implementation. Data collection methods included pre- and post-interview data and multiple journal entries submitted at specific intervals during the PD programme by participants. Through adopting a systems-thinking perspective, this study reveals participants’ perceptions of their professional learning, conceptualised as the change to student-centred beliefs and/or practices, as well as the factors that supported or hindered their learning and change within individual, socio-cultural and structural systems. The conclusion is drawn that PD efforts should consider the systems of influences on faculty professional learning, with implications for the design of PD programmes advocating student-centred approaches in higher education contexts, particularly those locked into traditional teaching approaches.
Languageen
PublisherTaylor and Francis Group
SubjectPD programme evaluation
systems thinking
belief change
practice change
systems
TitleA systems-thinking approach to evaluating a university professional development programme
TypeArticle
ESSN1941-5265
dc.accessType Full Text


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