Abstract
Faculty development programs are often used in universities and higher education institutes to develop the knowledge and skills of their teaching personnel. At the same time, these faculty development programs often remain ineffective because lecturers are not fully using what they learned in their courses, classes, and seminars. The purpose of this case study was to explore the goals higher education teachers had after professional development programs for applying newly trained knowledge and skills. Grounded in 3 × 2 achievement goal model and Ryan and Deci's (2018) goal contents theory, the study addressed the research question: Which types of transfer goals do university teachers have after teacher education? Participants were three lecturers that were selected following the procedures of the maximum variation sampling schema. Adopting a mixed methods approach, data were collected with questionnaires (aimed at profiling the goal orientations of the teachers) and reflective interviews (aimed at reconstructing the goals and goal contents teachers had for transferring the trained skills). Triangulation of the quantitative and qualitative data using the documentary method resulted in a typology of intrinsic, mixed, and extrinsic transfer goals. Directions for future research associated with instrument development and theory building as well as implications for the educational practice in human resource development programs of higher education institutes are discussed.
Highlights
Faculty development programs are often used in universities and higher education institutes to develop the knowledge and skills of their teaching personnel (Leslie et al, 2013; Postareff et al, 2007; Stes et al, 2010)
Brinkley-Etzkorn (2018) examined the influence of faculty development training on higher education teachers' knowledge to teach online; the findings indicated only moderate improvements in the participants' teaching effectiveness and no improvements in student evaluations of teaching
Thomas has a self-reported teaching experience of three years. He has previously attended two other faculty development programs because, in his own words, “it is important to be a good lecturer to students and to motivate them, and to make them interested I mean raise their interest in electrical engineering”
Summary
Faculty development programs are often used in universities and higher education institutes to develop the knowledge and skills of their teaching personnel (Leslie et al, 2013; Postareff et al, 2007; Stes et al, 2010). These faculty development programs often remain ineffective because participants are not fully using what they learned in their lectures, classes, and seminars (Leslie et al, 2013). It is a question of empirical and practical relevance to study why lecturers and teachers in higher education decide to transfer the trained lecture skills. Brinkley-Etzkorn (2018) examined the influence of faculty development training on higher education teachers' knowledge to teach online; the findings indicated only moderate improvements in the participants' teaching effectiveness and no improvements in student evaluations of teaching.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
