A quantum leap in faculty development: Beyond reflective practice (original) (raw)
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Faculty engagement in critical reflection and transformative learning
Faculty engagement in critical reflection and transformative learning, 2022
Qatar's education system is at the crossroad of transformational measures under the 2030 vision of educational reforms and agendas. Faculty engagement in critical reflection has been attributed as the most effective technique in transformation learning. It identifies the gaps, efficient learning designs, and student-oriented outcomes. According to the literature and theoretical understanding, critical reflection is an important determinant of the educational system outcomes, incorporated into the teaching or faculty members. This study also explores the essential role of reflection theoretical framework in the faculty engagement to the educational system and its performance. Three types of critical reflection content, process, and premise under curriculum, instructional knowledge, and pedagogical knowledge have been analysed. The study design uses the mixed methodology based on the quantitative and qualitative assessment of the collected data. A Survey of the faculty members has been conducted on Kreber's framework of the interview guide. Theoretical implications of the critical reflection have been used as the analytical tools to develop the narratives about the engagement of the faculty members with types of critical reflection. The findings suggest that faculty require scholarships for reflection development to promote efficient educational learning outcomes in Qatar's higher education system.
Stories of Change: Faculty in Reflective Dialogues
2017 ASEE Annual Conference & Exposition Proceedings
Lizabeth is a professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 23 years and has continued to develop innovative pedagogy such as project based, flipped classroom and competency grading. Through the SUSTAIN SLO learning initiative she and her colleagues have been active researching in transformation in higher education.
Learning to Become: An Exploration of Transformative Faculty Development
This multi-article dissertation explores the experience of becoming a professor who effectively facilitates students’ identity formation. While the growing body of literature on student transformation suggests that faculty must transform themselves to authentically invite change in others, little research has been done on helping professors become mentors who facilitate students’ movement toward their potential for meaningful contribution. To address this gap, this dissertation suggests a framework to facilitate transformative faculty development based on a review of the literature on learning as a process of becoming (Article #1). The major components of this framework are (a) facilitating meaningful engagement in communities of practice, (b) inviting community members to take on new responsibilities, and (c) construing learning as a process of identity development. I also propose several interventions in each of these areas that may increase the likelihood that professors will engage in transformational learning practices. This dissertation also explores the identity development of faculty who invite transformation in their students through narrative case studies of professors’ transformative learning experiences (Article #2). Through a series of semi-structured interviews with highly rated faculty at various career stages––one from the humanities, one from the social sciences, and one from the natural sciences––we examined six turning points our participants’ identified as pivotal in becoming the kind of mentor who helps create transformative experiences for others. The findings of this study suggest that transformative faculty formation is a process of moral becoming that occurs as professors take purposive stands in their communities of practice. Cross-case themes also suggest that transformative learning is most effectively invited through relational activities that are meaningful, authentic, and altruistic. Keywords:
Perspectives on Medical Education, 2021
Introduction Relatively little is known about faculty development (FD) activities that help participants achieve sustainable behavioral change. This qualitative study evaluated the medium- to long-term impact of a FD workshop informed by transformative learning (TL) theory. It aimed to discover which aspects of FD prompted healthcare professionals (HPs) to adopt effective teaching and learning practices. Methods Seventeen participants were interviewed between January and July 2020, 7 to 30 months after the workshop. Purposeful sampling strategies were used to collect data and analysis was performed using reflexive thematic analysis. Results Four themes were identified: perspectival shift in educational practice, re-affirmation of current practices, becoming an educator, and valuing FD that accommodates HPs’ multiple communities of practice (CoPs). Workshop activities foregrounding critical discourse and reflection helped participants gain new knowledge and deeper understanding of ed...
Creating a reflective space in higher education
Learning and Teaching, 2020
This article considers the conditions, possibilities, and challenges of creating what is referred to here as a ‘reflective space’ within a higher education course for principals. It is informed by the findings of a qualitative research inquiry conducted in the interests of enhancing the principals’ learning and professional praxis and the university educators’ pedagogical praxis, within a Swedish course for school and preschool principals. Analysis of the findings highlighted two significant patterns. The first relates to the transformative benefits of creating a ‘reflective space’ for the principals attending the course. The second is more ambiguous and reflects their relation to and engagement with scientifically constructed knowledge. Based on these findings, the article offers considerations relevant for creating ‘reflective spaces’ as a means to enhance the quality of learning in higher education. Additionally, some guiding pedagogical implications are included in the final rem...
Fostering Reflective Practice: Taking a Look at Context
2000
This paper first examines how the graduate institute of teacher education at Bank Street College of Education, New York, has worked to foster reflective practice over time and across program components. It examines the mission and structures that have been enacted to this end and identifies ongoing challenges encountered. The paper first discusses how Bank Street faculty define reflection and how Bank Street courses and fieldwork support reflective practice. Next, the paper examines how the portfolio process supports reflective practice, focusing on the decision to implement portfolios and the structure of the portfolio. The impact of context is discussed, looking at the influence of external documentation and internal documentation. Finally, the paper focuses on embedded challenges, including developing new habits of mind, having feelings of risk and vulnerability, and meeting the needs of today's classrooms. Evidence suggests that reflective practice can be nurtured and extended within the context of teacher education programs. The presence of a cohesive discourse community supports the development of reflective habits of mind for teachers and teacher educators. Participants must be constantly vigilant to keep the context of the dialogue conducive to safe expression of all points of view. (Contains 30 references.)