Authentic Professional Learning: Creating Faculty Development Experiences through an Assessment Institute
Keywords:faculty development, transformative learning, self-directed learning, professional development
This case study analyses experiences of participants in an Assessment Institute (AI) for faculty development on ePortfolio. In earlier research on the AI, findings showed that focused faculty development increased instructor confidence in teaching and learning with ePortfolio. The present study expanded the initial research by including participant data from a second session of the AI, and exploring the research through a qualitative lens using transformative learning as the framework. Strong support for the use of dialogue and critical reflection in faculty development were found during the research. Our findings suggest that professional development environments that encourage transformative learning by means of discussion, sharing of different perspectives, and reflections on implementation and best practices, yield positive results. These factors can inform researchers and practitioners interested in structuring similar faculty development initiatives in the higher education environment.
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