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Direct linkAnna K. Wood; Hazel Christie; Jill R. D. MacKay; George Kinnear – International Journal for Academic Development, 2024
This study explored the way in which detailed data about how time is spent on classroom activities, generated by the FILL+ tool (Framework for Interactive Learning in Lectures), can stimulate professional conversations about teaching practices and aid reflection for STEMM lecturers. The lecturers felt that personalised data provided an unbiased…
Descriptors: Class Activities, Reflective Teaching, STEM Education, Medicine
Rocío Barrios-Rodríguez; Inmaculada Salcedo-Bellido; José Juan Jiménez-Moleón; Macarena Lozano-Lorca; Noelia Galiano-Castillo; Enrique José Cobos; José Dámaso Vílchez Rienda; Rocío Olmedo-Requena; Carmen Amezcua-Prieto; Sandra Martín-Peláez; Carmen María González Domenech; Juan Pedro Arrebola Moreno; Raúl A. Rica; María Eugenia García-Rubiño; Pilar Requena – International Journal for Academic Development, 2023
In a peer-review of teaching (PRT) program, we aimed to i) use pre- and post-observation questionnaires to enhance self-reflection, and ii) perform a nominal group technique (NGT) to agree on improvements. The questionnaires showed that PRT helped discovering new weaknesses but not new strengths, and that preconceived negative feelings vanished…
Descriptors: Peer Evaluation, Teacher Evaluation, College Faculty, Reflection
Cunningham, Catriona; Mills, Jennie – International Journal for Academic Development, 2020
Reading poetry through a metaphorical lens, we enquire into our lived experience of academic development. By reading poetry as a metaphor for practice it becomes possible to explore teaching identities within higher education, creating opportunities for learning and critical self-awareness. Comparing and contrasting our different interpretations…
Descriptors: Poetry, Figurative Language, Professional Identity, College Faculty
Omingo, Mary – International Journal for Academic Development, 2019
Lecturers may be exposed to the same Academic Development Programme but their course of action at personal and professional level vary. In this paper, I analyze the lecturers' contribution in shaping their learning to teach. I interviewed twenty-five lecturers in four private universities in Kenya using semi-structured interviews. The analysis…
Descriptors: Foreign Countries, College Faculty, Faculty Development, Teacher Education
Reinholz, Daniel L.; Stone-Johnstone, Amelia; Shah, Niral – International Journal for Academic Development, 2020
Implicit bias is an issue that all instructors must face in their classrooms; this article describes an academic development method to help instructors address it. The method centres on EQUIP (https://www.equip.ninja), a free, web-based application for performing classroom observations that provides data disaggregated by social markers.…
Descriptors: Observation, Data Analysis, College Faculty, Mathematics Instruction
Lundberg, Adrian; Stigmar, Martin – International Journal for Academic Development, 2022
When stable and reliable practices were disrupted due to the global pandemic, university teachers were forced to promptly adapt. Through Q sorting and deliberative dialogues, this study reports how university teachers shifted their normative values concerning successful future learning environments during the first year of the pandemic. Results…
Descriptors: Faculty Development, College Faculty, Teacher Attitudes, Pandemics
Wass, Rob; Moskal, Adon Christian Michael – International Journal for Academic Development, 2017
Academic development is often seen as a compliance activity, divorced from the teaching context and what teachers are trying to achieve in their classroom. In this case study, we researched Interpersonal Process Recall (IPR) as a reflective, non-judgmental approach to help tutors identify coherence between their teaching intentions and practice.…
Descriptors: Interpersonal Relationship, Recall (Psychology), Faculty Development, Organizational Development
Geertsema, Johan – International Journal for Academic Development, 2016
This essay considers the relation between academic development, the scholarship of teaching and learning, and educational research. It does so with reference to questions of academic identity and disciplinary expertise, arguing that as developers we need to consider carefully the ways in which we frame how we approach attempts to foster reflective…
Descriptors: Educational Development, Educational Research, Professional Identity, Expertise
Fraser, Kym; Ryan, Yoni; Bolt, Susan; Copeman, Peter; Cottman, Caroline; Fisher, Marie B.; Fleming, Julie; Luzeckyj, Ann – International Journal for Academic Development, 2019
Australia has 42 universities. In 2015/16, 30 of 40 universities reviewed provided one or more days of teaching induction for their staff, while 10 did not. Twenty-six of the 30 teaching induction program directors were surveyed and 24 of those were interviewed to provide a snapshot of professional development for new teaching staff in Australian…
Descriptors: Universities, College Faculty, Foreign Countries, Beginning Teacher Induction
Asghar, Mandy; Pilkington, Ruth – International Journal for Academic Development, 2018
The question of how academics in higher education institutions demonstrate they have the ability to teach and provide a high quality learning experience challenges the sector. Within this context, the use of professional dialogue for recognising teaching expertise is growing. This qualitative research explored how 16 academics valued their…
Descriptors: College Faculty, Teacher Effectiveness, Expertise, Teacher Attitudes
Pelger, Susanne; Larsson, Maria – International Journal for Academic Development, 2018
This study explores the impact academic teachers' writing of a teaching portfolio can have on their professional learning. Through an open-ended questionnaire, 26 academics from three faculties reported on insights, effects on teaching practice, and effects on collegial exchange that the portfolio writing entailed. We discuss how the experienced…
Descriptors: Scholarship, Instruction, Learning, College Faculty
Karm, Mari – International Journal for Academic Development, 2010
The ability to reflect is a precondition for professional growth. Pedagogical courses for academic staff provide opportunities to support the development of university teachers' reflective skills and habits of reflection. The present paper discusses the impact of using reflective activities for making meaning of one's teaching practice through an…
Descriptors: Faculty Development, Teaching Methods, Universities, Reflective Teaching
Kligyte, Giedre – International Journal for Academic Development, 2011
This paper reports an investigation of "transformation narratives" emerging from early career academics' reflective writing. The pieces of writing analysed describe self-initiated teaching development activities embedded in the early career academics' practice. Using a transformative learning framework, the analysis reveals the following…
Descriptors: Transformative Learning, Teaching Methods, Personal Narratives, Reflection
Winchester, Tiffany M.; Winchester, Maxwell – International Journal for Academic Development, 2011
This exploratory study considered Larrivee's assessment of teachers' reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In-depth interviews were conducted with six faculty members in three departments at…
Descriptors: Student Evaluation of Teacher Performance, Reflective Teaching, Reflection, Formative Evaluation
Smith, Karen – International Journal for Academic Development, 2009
In an increasingly global higher education environment, many universities are taking their educational services overseas. One model of overseas provision is through transnational (offshore) education. Transnational teaching challenges the prevailing understanding of an academic role at every level. Transnational teachers are expected to work in…
Descriptors: College Faculty, Higher Education, Professional Development, Teaching Experience
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