Professional development in the context of a higher education curriculum innovation

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Abstract

The University of Twente has recently reformed its bachelor programs using principles of project- based-education. Each bachelor year has been divided into four modules each consisting of a central project and various supporting courses. The Twente Educational Model (TEM) brings a lot of changes for the teaching staff. Teachers now have to work together in multidisciplinary teams to develop the new modules, get familiarized with the principles of project-based-education, become tutors for student groups, implement new ways of assessment, make use of activating teaching methods and develop TPACK-skills. To ensure a successful implementation of TEM, the university needs to facilitate and support the professional development of its teaching staff. To evaluate how teacher professional development during a curriculum innovation can best be facilitated, a systematic review study has been carried out. Scopus, Web of Science, PsycInfo and ERIC have been searched for relevant articles. All relevant articles were categorised using various dimensions such as type of professional development activity, subject of the activity, research type, research methods, experience level of participants, teaching domain and context of the study. The results indicate a research gap for just-in-time professional development methods in higher education, as most research focuses on the more traditional types of professional development interventions such as workshops and training programs. Furthermore, only few report on the professional development of teachers in the context of a curriculum innovation in higher education.
Original languageEnglish
Title of host publicationEARLI 2015 - Limassol (Cyprus)
Subtitle of host publicationBooks of Abstracts
PublisherEARLI
Publication statusPublished - 25 Aug 2015
Event16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015: Towards a reflective society: synergies between learning, teaching and research - Limassol, Cyprus
Duration: 25 Aug 201529 Aug 2015
Conference number: 16

Conference

Conference16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015
Abbreviated titleEARLI
CountryCyprus
CityLimassol
Period25/08/1529/08/15

Fingerprint

education curriculum
innovation
bachelor
education
teacher
curriculum
research focus
teaching method
tutor
research method
training program
university
Teaching
science
experience
Group
student

Keywords

  • METIS-312808
  • IR-97895
  • 4TU-CEE

Cite this

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title = "Professional development in the context of a higher education curriculum innovation",
abstract = "The University of Twente has recently reformed its bachelor programs using principles of project- based-education. Each bachelor year has been divided into four modules each consisting of a central project and various supporting courses. The Twente Educational Model (TEM) brings a lot of changes for the teaching staff. Teachers now have to work together in multidisciplinary teams to develop the new modules, get familiarized with the principles of project-based-education, become tutors for student groups, implement new ways of assessment, make use of activating teaching methods and develop TPACK-skills. To ensure a successful implementation of TEM, the university needs to facilitate and support the professional development of its teaching staff. To evaluate how teacher professional development during a curriculum innovation can best be facilitated, a systematic review study has been carried out. Scopus, Web of Science, PsycInfo and ERIC have been searched for relevant articles. All relevant articles were categorised using various dimensions such as type of professional development activity, subject of the activity, research type, research methods, experience level of participants, teaching domain and context of the study. The results indicate a research gap for just-in-time professional development methods in higher education, as most research focuses on the more traditional types of professional development interventions such as workshops and training programs. Furthermore, only few report on the professional development of teachers in the context of a curriculum innovation in higher education.",
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author = "Inken Gast and Kim Schildkamp and {van der Veen}, {Jan T.}",
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month = "8",
day = "25",
language = "English",
booktitle = "EARLI 2015 - Limassol (Cyprus)",
publisher = "EARLI",

}

Gast, I, Schildkamp, K & van der Veen, JT 2015, Professional development in the context of a higher education curriculum innovation. in EARLI 2015 - Limassol (Cyprus): Books of Abstracts. EARLI, 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015, Limassol, Cyprus, 25/08/15.

Professional development in the context of a higher education curriculum innovation. / Gast, Inken ; Schildkamp, Kim ; van der Veen, Jan T.

EARLI 2015 - Limassol (Cyprus): Books of Abstracts. EARLI, 2015.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

TY - GEN

T1 - Professional development in the context of a higher education curriculum innovation

AU - Gast, Inken

AU - Schildkamp, Kim

AU - van der Veen, Jan T.

PY - 2015/8/25

Y1 - 2015/8/25

N2 - The University of Twente has recently reformed its bachelor programs using principles of project- based-education. Each bachelor year has been divided into four modules each consisting of a central project and various supporting courses. The Twente Educational Model (TEM) brings a lot of changes for the teaching staff. Teachers now have to work together in multidisciplinary teams to develop the new modules, get familiarized with the principles of project-based-education, become tutors for student groups, implement new ways of assessment, make use of activating teaching methods and develop TPACK-skills. To ensure a successful implementation of TEM, the university needs to facilitate and support the professional development of its teaching staff. To evaluate how teacher professional development during a curriculum innovation can best be facilitated, a systematic review study has been carried out. Scopus, Web of Science, PsycInfo and ERIC have been searched for relevant articles. All relevant articles were categorised using various dimensions such as type of professional development activity, subject of the activity, research type, research methods, experience level of participants, teaching domain and context of the study. The results indicate a research gap for just-in-time professional development methods in higher education, as most research focuses on the more traditional types of professional development interventions such as workshops and training programs. Furthermore, only few report on the professional development of teachers in the context of a curriculum innovation in higher education.

AB - The University of Twente has recently reformed its bachelor programs using principles of project- based-education. Each bachelor year has been divided into four modules each consisting of a central project and various supporting courses. The Twente Educational Model (TEM) brings a lot of changes for the teaching staff. Teachers now have to work together in multidisciplinary teams to develop the new modules, get familiarized with the principles of project-based-education, become tutors for student groups, implement new ways of assessment, make use of activating teaching methods and develop TPACK-skills. To ensure a successful implementation of TEM, the university needs to facilitate and support the professional development of its teaching staff. To evaluate how teacher professional development during a curriculum innovation can best be facilitated, a systematic review study has been carried out. Scopus, Web of Science, PsycInfo and ERIC have been searched for relevant articles. All relevant articles were categorised using various dimensions such as type of professional development activity, subject of the activity, research type, research methods, experience level of participants, teaching domain and context of the study. The results indicate a research gap for just-in-time professional development methods in higher education, as most research focuses on the more traditional types of professional development interventions such as workshops and training programs. Furthermore, only few report on the professional development of teachers in the context of a curriculum innovation in higher education.

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M3 - Conference contribution

BT - EARLI 2015 - Limassol (Cyprus)

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ER -

Gast I, Schildkamp K, van der Veen JT. Professional development in the context of a higher education curriculum innovation. In EARLI 2015 - Limassol (Cyprus): Books of Abstracts. EARLI. 2015