Implementing teacher-centred online teacher professional development (oTPD) programme in higher education: A case study
Innovations in Education and Teaching International
Place of Publication
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.
online teacher professional development; teacher-centred, professional development; workshops; problem-based learning; faculty development in higher education
Higher Education Administration | Higher Education and Teaching | Teacher Education and Professional Development
Moon-Heum Cho and Gail A. Rathbun (2013).
Implementing teacher-centred online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International.50 (2), 144-156. London, UK: Routledge.