scholarly journals Challenges of Professional Development for Technology Integration in Higher Education

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Willy Castro-Guzmán
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Professional Development ◽  
Cultural Appropriation ◽  
Ict Integration ◽  
Ict Adoption ◽  
Current Scenario ◽  
Teacher Professional ◽  
Faculty Experience ◽  
Development Approach

The Teacher Professional Development (TPD) models, approaches, and programs have contributed to some extent to overcome the barriers that higher education faculty experience as regards ICT adoption for student learning. However, their impact on practice is still limited. The current scenario in education is complex and demands new approaches regarding TPD for ICT. The present research uses Expansive Learning as the analytical approach to study the factors that limit ICT integration as well as the challenges of TPD for ICT adoption in Higher Education (ICT-TPD) to address limitations. Four main challenges were found and are herein described in order to propose an organizational-oriented development model, to wit: (1) a required collective cross-level development approach, (2) an approach where problems or limitations are essential to surpass boundaries, (3) a cultural appropriation of ICT and (4) the influence of power relations.

Innovations in Teacher Professional Development

2022 ◽  
pp. 335-355
Author(s):  
Althea J. Pennerman ◽  
M. Cathrene Connery
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Preliminary Analysis ◽  
Research Literature ◽  
Pedagogical Change ◽  
Context Sensitive ◽  
Professional Development Needs ◽  
Teacher Professional

The professional development needs of teachers have changed dramatically over the last 25 years. When constructed to reflect best practices evidenced in the research literature, micro-credentials and other 21st century innovations provide accessible, meaningful, professional learning experiences for educators. This chapter discusses two cases that affected personal transformation and pedagogical change for in-service teachers by an institution of higher education (IHE). A preliminary analysis of these alternative experiences established that when teacher professional development is founded on the context-sensitive integration of social and cultural competencies, meaningful, empowering, and enduring learning can take place.

scholarly journals U.Porto, its Faculty of Engineering and PBL approaches

2014 ◽  
Vol 4 (1) ◽  
pp. 37 ◽  
Author(s):  
Maria Teresa Restivo
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Professional Development ◽  
Public Universities ◽  
Research Development ◽  
Scientific Papers ◽  
Teacher Professional ◽  
Teaching Learning ◽  
The University

The University of Porto (U.Porto) was founded in 1911. Its Faculty of Engineering (FEUP) is the largest school of U.Porto. U.Porto and FEUP are very active in research, development and innovation with about 20% of all scientific papers in Portugal among the 15 public Universities in the country. FEUP is also aware of the important role of higher education in training future engineers. U.Porto and FEUP have been following discussions and significant efforts have been made for promoting teacher professional development in order to guaranty new teaching/learning methodologies and initiatives to promote engineering education. Diverse initiatives came out since 2000. This work describes different projects specially developed at FEUP like the EMPE project and the FEUP project will be described and results will be addressed. Also, a global and huge program from U.Porto, iJUP, will be presented as very unifying interdisciplinary program at U.Porto involving together teachers/researchers and students from all its 14 schools, and particularly from FEUP.

scholarly journals Review of Collaborative Lesson Study: ReVisioning Teacher Professional Development

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Erin M. Faeth
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Professional Development ◽  
Development Strategy ◽  
Lesson Study ◽  
Teacher Agency ◽  
Diverse Backgrounds ◽  
Teacher Professional ◽  
Classroom Inquiry

This article offers a review of Vicki S. Collet’s (2019) book Collaborative Lesson Study: ReVisioning Teacher Professional Development. In this text, Collet provides a guide to the implementation of Collaborative Lesson Study, an ongoing, in-classroom, inquiry-based professional development strategy. The text includes scaffolding on how to (a) plan a lesson for lesson study, (b) observe the lesson in ways that will further the teacher’s understanding of their practice and students, and (c) debrief from the lesson to inform future instruction. This text supports educators in implementing this process in schools and higher education contexts to increase teacher agency and efficacy, as well as to promote instruction for students that is responsive to their diverse backgrounds and needs.

scholarly journals Promoting critical thinking in higher education in the context of teacher professional development

2019 ◽  
Author(s):  
Amanda R. Franco ◽  
Rui Marques Vieira
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Critical Thinking ◽  
Teacher Professional Development ◽  
Development Program ◽  
Continuing Professional Development ◽  
Education Students ◽  
Global Citizens ◽  
University Teachers ◽  
Teacher Professional

Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.

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