Professional development practices and preferences in Irish Higher Education: insights from a regional survey

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal for Academic Development Pub Date : 2023-07-03 DOI:10.1080/1360144X.2022.2036155

Emma O Brien, G. Moore, Laura Costelloe, Íde O’Sullivan

引用次数: 1

Abstract

ABSTRACT The character of professional development offered to those who teach in higher education is changing. There is a shift towards the adoption of more flexible, work-based, apprenticeship models, where experiential routes are increasingly valued. This paper seeks to understand the factors that impact engagement in academic professional development. A quantitative study reveals that experience, years of service, and discipline have little impact on educators’ professional development preferences, nor on the recognition of individual needs and contextual nuances to ensure optimal engagement in academic professional development. We demonstrate that it is not possible to profile professional development pathways in these ways, thus strengthening the evidence base for a flexible approach to it.

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爱尔兰高等教育的专业发展实践和偏好:来自区域调查的见解

摘要：高等教育教师的专业发展特征正在发生变化。现在正在转向采用更灵活、基于工作的学徒模式，体验式路线越来越受到重视。本文试图了解影响学术专业发展参与度的因素。一项定量研究表明，经验、服务年限和学科对教育工作者的专业发展偏好几乎没有影响，也对确保最佳参与学术专业发展的个人需求和背景细微差别的认识几乎没有影响。我们证明，以这些方式描述专业发展道路是不可能的，从而加强了灵活方法的证据基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal for Academic Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

30.80%

发文量

期刊介绍： The International Journal for Academic Development ( IJAD) is the journal of the International Consortium for Educational Development. The purpose of IJAD is to enable academic/educational/faculty developers in higher education across the world to exchange ideas about practice and extend the theory of educational development, with the goal of improving the quality of higher education internationally. The editors welcome original contributions on any aspect of academic/educational/faculty development in higher and other post-school education (including staff development, educational development, instructional development and faculty development) and closely related topics. We define ‘academic development’ broadly, and you should read former editor Brenda Leibowitz’s recent paper, ‘Reflections on academic development: what is in a name?’ ( http://www.tandfonline.com/toc/rija20/19/4#.VMcX6_7oSGo) to make sure that your understanding of academic development marries with the general sense of the journal. We will NOT accept submissions on K-12 development or teacher education; primary/secondary/high school education in general; or the role that education plays in ‘development’ (economic growth, poverty reduction, environmental sustainability, etc.).