Grounding continuous professional development (CPD) in teaching practice

Team-Based Professional Development Interventions in Higher Education: A Systematic Review

“…Teachers also gained hands-on examples of how to implement new teaching strategies and teaching methods in the classroom. Some articles generally stated that teachers had learned effective practices without going into detail about it ( Harwood & Clarke, 2006 ; Poyas & Smith, 2007 ); other articles provided concrete examples of these effective practices ( Deni & Malakolunthu, 2013 ; Dickerson et al, 2014 ; Norton et al, 2011 ; Rienties, Brouwer, Bohle Carbonell, et al, 2013 ; Rienties, Brouwer, & Lygo-Baker, 2013 ; Schuck et al, 2013 ). For example, teachers in the qualitative study by Norton et al (2011) involving document analysis and teacher narratives, learned to improve their teacher–student relationships by conducting one-on-one meetings during the semester.…”

“…Other learning outcomes involved a better understanding of students and how to support their learning ( Deni & Malakolunthu, 2013 ; Dickerson et al, 2014 ; W. Green et al, 2013 ; Harwood & Clarke, 2006 ; Norton et al, 2011 ). Deni and Malakolunthu (2013) stated that teachers gained better understanding of how to handle difficult students, and address learning difficulties, and gained better understanding of how to support students’ educational aims.…”

“…Five articles included in this review stated that the participants in team-based professional development interventions gained new pedagogical knowledge ( Harwood & Clarke, 2006 ; Norton et al, 2011 ; Poyas & Smith, 2007 ; Rienties, Brouwer, Bohle Carbonell, et al, 2013 ; Rienties, Brouwer, & Lygo-Baker, 2013 ). In the study by Poyas and Smith (2007) , participants responded in a questionnaire that they had learned some new concepts, improved their understanding of already known concepts, and revisited concepts discussed during meetings.…”

Building effectiveness in teaching through targeted evaluation and response: connecting evaluation to teaching improvement in higher education

“…The consequence of this focus is that the most appropriate level of measurement, reporting and response is at the institution (or other aggregate group) level. However, the quality of teaching and learning is very much an individual matter -it is the individual teacher who is still, typically, the sole designer and convenor/teacher of any course of study (Boice 1992;Bess 2000;Harwood and Clarke 2006). Consequently, except where simultaneous team teaching occurs in classrooms, the greatest impact on students comes from their contact with individual teachers.…”

Innovation in postgraduate teaching: mixed methods to enhance learning and learning about learning

“…Teaching and learning concepts such as learning by developing (Raij, 2007) and continuous professional development (Harwood & Clarke, 2006) are generalised approaches to the scholarship of teaching and learning. However, specific action research (AR) and problem-based learning (PBL) approaches are increasingly being used across a range of disciplines in tertiary education (Reynolds & Vince, 2007).…”