Literaturnachweis - Detailanzeige
Autor/inn/en | Beisser, Sally R.; Thoma, Jennifer |
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Titel | U.S. Professional Development Experiences with Faculty and Undergraduate Students in Kosovo |
Quelle | In: Anatolian Journal of Education, 6 (2021) 1, S.1-16 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2547-9652 |
Schlagwörter | Faculty Development; College Faculty; Undergraduate Students; Foreign Countries; Teaching Methods; Teacher Attitudes; International Cooperation; Program Effectiveness; United States; Kosovo |
Abstract | In this qualitative case study, professional development of pedagogical strategies was In this qualitative case study, professional development of pedagogical strategies was presented to 44 university professors and 33 undergraduate students representing two Eastern European universities. This study was part of an international partnership between one U.S. Midwest private university and two partnership universities in Kosovo. Researchers conducted a two-day pedagogical workshop in each university setting. Participants in one university represented the Faculty of Medicine, Education, and Language professors. The other university group included English Language and Literature undergraduate majors. Using survey research methods of questionnaires and interviews, data were collected using a pre-workshop questionnaire to inform the workshop content, post-workshop survey, and participation discussion, follow up interviews, and researcher reflections. Researchers presented a series of workshops on best practices in student engagement, questioning strategies, formative reflective assessment, and representing to learn in each university setting. Results revealed participants from both universities were a) positive about learning new pedagogical strategies and b) implementing new teaching practices as a result of the workshop interventions. These findings suggest building positive professional partnerships for professional development results in valuable changes to professional practice. Future research should focus on long-term benefits of such partnerships, specifically on how workshops may continue to inform professional practice. (As Provided). |
Anmerkungen | Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |