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ERIC Number: ED563500
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 28
Abstractor: ERIC
Reference Count: 35
ISBN: N/A
ISSN: N/A
The Impact of Faculty Development on Teacher Self-Efficacy, Skills and Perspectives. Policy Research: IERC FFR 2015-1
Rowbotham, Melodie A.
Illinois Education Research Council
Continued employment and advancement for faculty members depends upon growth in teaching practices; thus, there is a need for faculty across all disciplines to understand best instructional practices and the strategies that develop effective teaching behaviors and skills. While faculty members at the university level are considered experts in their field of study, many may not have been trained in practices of effective teaching, how to share their expertise, or how to improve their teaching. The induction and mentoring of faculty members is often overlooked in higher education, but many faculty members report they struggle with the teaching aspects of their responsibilities (Sorcinelli, 2000). Creation and evaluation of a faculty development program can aid in the formation of best instructional practices and increase the competency of faculty in meeting the challenges of educating students. The changing demands on faculty members, under-developed teaching skills, increased attention to student learning and teaching, and decreased satisfaction with teaching spurred the development of the current project. This study examined the relationship of faculty development on teaching to faculty self-assessment of teaching skills and their teacher self-efficacy. Appended are: (1) Summer Immersion Schedule; and (2) Welcome & Overview of Faculty Development.
Illinois Education Research Council. Southern Illinois University Edwardsville, Campus Box 1064, Edwardsville, IL 62026. Tel: 866-799-4372; Tel: 618-650-2840; Fax: 618-650-2425; e-mail: ierc@siue.edu; Web site: http://www.siue.edu/ierc
Publication Type: Reports - Research; Numerical/Quantitative Data; Tests/Questionnaires
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Southern Illinois University, Illinois Education Research Council