The Impact of Engaging with a Higher Education Institution's Continuing Professional Development Scheme: The Assessors' Perspectives

Autor/inn/en	Matthews, Lynnette; Dobbins, Kerry
Titel	The Impact of Engaging with a Higher Education Institution's Continuing Professional Development Scheme: The Assessors' Perspectives
Quelle	In: International Journal for Academic Development, 26 (2021) 1, S.41-53 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2020.1795664
Schlagwörter	College Faculty; Fellowships; College Applicants; Evaluators; Faculty Development; Communities of Practice; Interdisciplinary Approach; Teaching Methods; Departments; Higher Education; Teacher Attitudes; Professionalism; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Fellowship; Stipendium; College applications; Studienbewerber; Community; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Department; Abteilung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Professionalität; Ausland; Großbritannien
Abstract	This study investigates the perceived benefits to academics who assess HEA Fellowship applications in one institution. Results show that the assessors experience similar benefits from engaging with the continuing professional development (CPD) scheme as those reported by applicants. The data also indicate that the scheme nurtures a teaching-focused community of practice. By examining and discussing authentic practice from diverse subject areas, assessors contribute to the development of a cross-disciplinary consensus on teaching standards. Academic developers broker these community-based interactions, which go on to inform individual and departmental practice. Recommendations are presented to help academic developers nurture such communities in their institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01