Title

Implementing teacher-centred online teacher professional development (oTPD) programme in higher education: A case study

Document Type

Article

Publication Date

5-2013

Publication Source

Innovations in Education and Teaching International

Volume

50

Issue

2

Inclusive pages

144-156

Publisher

Routledge

Place of Publication

London, UK

Peer Reviewed

yes

Abstract

Teacher Professional Development (TPD) is critical for educational improvement

in higher education. However, one of the main concerns in TPD is that the

traditional workshop format constrains active participation and the consequent

creation of usable knowledge for teaching. In response to this challenge, we

developed a series of teacher-centred online Teacher Professional Development

(oTPD) programmes using a problem-based learning approach. We created

opportunities for participants to engage in the oTPD programmes and to construct

usable knowledge that could be immediately applied in their own class

contexts. The study presents examples of oTPD, findings, and lessons learned

for successful implementation of teacher-centred oTPD programmes in higher

education. This study will be particularly beneficial to the practitioners who plan

to implement oTPD programme for university teachers.

Keywords

online teacher professional development; teacher-centred, professional development; workshops; problem-based learning; faculty development in higher education

Disciplines

Higher Education Administration | Higher Education and Teaching | Teacher Education and Professional Development

 
 

Link to Original Published Item

http://dx.doi.org/10.1080/14703297.2012.760868