Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives

Jaramillo-Baquerizo, Christian; Valcke, Martin; Vanderlinde, Ruben; Aelterman, Nathalie

doi:10.1080/1360080x.2020.1812021

Cited by 4 publications

(9 citation statements)

References 157 publications

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“…This notion is, for example, used to describe a setup where participants are trained first and then used as co-trainers later in the programme (Edmond & Burns, 2005). In the context of oTPD, this is actualised when faculty learning communities continue with new participants (Levesque-Bristol et al, 2019), best practices are collected and shared (Cho & Rathbun, 2013;Mohr & Shelton, 2017), or participants serve as future workshop facilitators and mentors for other faculty and students (Jaipal-Jamani et al, 2015;Jaramillo-Baquerizo et al, 2021).…”

Section: A Cascade Effect and Change Of Beliefs (21)mentioning

confidence: 99%

“…Rienties et al (2013a;2013b), for example, describe how each educator was to implement the redesign of a module in his or her teaching practice. Many of the studies refer to a specific learning design model or a design methodology (Dysart & Weckerle, 2015;Jaramillo-Baquerizo et al, 2021;Koh et al, 2015;Laurillard et al, 2011;Laurillard et al, 2018;Mishra et al, 2019;Wu et al, 2016). Wu et al (2016) adopted a learning-by-design strategy with seven steps, covering the process from introduction to ICT and design of courses to implementation, reporting, and reflection.…”

Section: Educators' Teaching Development Process (22)mentioning

confidence: 99%

“…Based on a literature review, Alexiou-Ray and Bentley (2015), as well as Kennedy (2015), identify the e-moderator role (as described by Salmon, 2012) as a critical component of the "online classroom." To ensure students' learning, the engagement between educators, participants, and learning resources needs to be scaffolded (Alexiou-Ray & Bentley, 2015;Jaramillo-Baquerizo, 2021).…”

Section: Scaffold Participants' Engagements (33)mentioning

confidence: 99%

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Online Teacher Professional Development (oTPD) for Digital Competencies in Higher Education: A Systematic Review of the Literature

Godsk,

Nielsen

2024

NJSRE

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The need for professional development for digital, subject-specific competencies is increasing among educators in higher education. With online teacher professional development (oTPD), this demand can be accommodated flexibly. The article presents a systematic review of the literature and evidence on oTPD for digital competencies in higher education. The purpose of the review is to identify factors that influence the effect of an oTPD programme. A total of 661 peer-reviewed articles that included empirical studies and literature reviews related to oTPD from 2010 and onwards were identified using the EBSCO and ERIC databases and screened. 57 of these were coded and included in the analysis, and 604 articles were excluded due to wrong focus, educational level, publication type, or year. The analysis identifies sixteen underlying factors that influence the effect of oTPD related to either the institutional aspect, the design of the programme, and/or the delivery of the programme. Furthermore, the review identifies political implications for research on oTPD—the institutional context including technical solutions, the general pedagogical approach, and educator support—and methodological limitations related to the ambiguity of the oTPD concepts and the transferability of case studies, which call for more research.

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Section: A Cascade Effect and Change Of Beliefs (21)mentioning

confidence: 99%

Section: Educators' Teaching Development Process (22)mentioning

confidence: 99%

Section: Scaffold Participants' Engagements (33)mentioning

confidence: 99%

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Online Teacher Professional Development (oTPD) for Digital Competencies in Higher Education: A Systematic Review of the Literature

Godsk,

Nielsen

2024

NJSRE

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“…En esta línea, la literatura del SDT proporciona una valiosa visión sobre cómo presentar las Revista Cátedra, 4(3), pp. 93-109, septiembre-diciembre 2021. e-ISSN: 2631-2875 https://doi.org/10.29166/catedra.v4i3.3173 iniciativas de desarrollo profesional -no como un esfuerzo obligatorio destinado a corregir las áreas débiles -sino como una oportunidad de crecimiento y realización (Jaramillo-Baquerizo et al, 2021). Del mismo modo, se anima a las universidades a no ignorar los sentimientos de incertidumbre y preocupación constante que expresan sus estudiantes y profesores.…”

Section: Debate Y Directrices Para Las Iniciativas De Desarrollo Profesionalunclassified

Analyzing the transition from face-to-face to remote education: an experience in higher education during the COVID-19 pandemic

Jaramillo-Baquerizo¹

2021

CÁTEDRA

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ICT integration has become one of the most crucial areas of research in education especially during the COVID-19 pandemic. As research suggests, its integration is highly dependent on the level of competence and willingness of usage, for it is the individual who ultimately decides to integrate ICT into their learning activities. The present study focuses on graduate students and teachers’ experiences of integrating ICT during the COVID-19 pandemic. Understanding the experience of these actors can bring insight into better ways to improve the design and implementation of professional development initiatives focused on ICT integration. In this study, the perceptions from students and teachers were collected through questionnaires and interviews analyzing their experience during the drastic transition from face-to-face sessions to remote learning. Results of this study suggest that, while ICT is accepted as the best possible alternative during the first period of the transition, students and teachers perceive a limited level of competence in instructional design. These results and its implications are discussed in view of guidelines for professional development initiatives.

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“…The tea quality of higher education in developed countries such as Europe and America has been in the forefront of the world, which is inseparable from the monitoring and guarantee measures of teaching quality in colleges and universities in these countries. Therefore, studying the present situation of teaching quality control system in developed countries has a strong reference significance for improving the teaching quality of colleges and universities in China [5]. The development of economy and society needs to be realized through the improvement of talent quality.…”

Section: Introductionmentioning

confidence: 99%

Design of Teaching Quality Monitoring System Based on Professional Development of Teachers in Colleges and Universities

2022

Proceedings of the 2022 2nd International Conference on Education, Information Management and Service Science (EIMSS 2022)

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As one of the leading factors affecting the quality of teaching (tea), the professional development of teachers not only directly affects the current tea quality, but also determines the future development of colleges and universities. Therefore, the research of tea quality monitoring based on the professional development of college teachers has important theoretical value and practical significance for ensuring and improving the tea quality of colleges and universities. According to the survey, 37% of the papers searched with "higher education" as the keyword, 26% of the papers searched with "university tea quality monitoring system" as the keyword,1053 papers searched with "university teaching quality monitoring" as the keyword, quality "and 20 papers in the degree database.

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Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives

Cited by 4 publications

References 157 publications

Online Teacher Professional Development (oTPD) for Digital Competencies in Higher Education: A Systematic Review of the Literature

Online Teacher Professional Development (oTPD) for Digital Competencies in Higher Education: A Systematic Review of the Literature

Analyzing the transition from face-to-face to remote education: an experience in higher education during the COVID-19 pandemic

Design of Teaching Quality Monitoring System Based on Professional Development of Teachers in Colleges and Universities

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