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    University teachers’ professional learning for academic development: Q methodology research

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    University teachers professional learning for academic development Q methodology research.pdf (1.195Mb)
    Date
    2023-10-18
    Author
    Du, Xiangyun
    Chaaban, Youmen
    Al-Thani, Hessa
    Lundberg, Adrian
    Metadata
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    Abstract
    This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university’s overall strategy. This study explored 30 university teachers’ perspectives on the sources that best supported their professional learning from this long-term PD program. Q methodology research was adopted to collect and analyze data qualitatively and quantitatively. A three-dimensional theoretical framework addressing individual characteristics, choice of actions, and interactions with the environment was used to generate the data collection tool. Q factor analysis yielded four diverse viewpoints as follows: 1) applying newly-learned pedagogical knowledge and skills to prac- tice, 2) being provided supportive environmental conditions, 3) developing new pedagogical beliefs, and 4) taking agentic actions. The implications of this study emphasized institutional systemic and systematic supports as essential for long-term success of academic development.
    URI
    https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85174281716&origin=inward
    DOI/handle
    http://dx.doi.org/10.1080/1360144X.2023.2265891
    http://hdl.handle.net/10576/61858
    Collections
    • Educational Research Center [‎119‎ items ]
    • Educational Sciences [‎150‎ items ]

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