ERIC Number: EJ809996
Record Type: Journal
Publication Date: 2008-Jun
Abstractor: As Provided
Reference Count: 41
Evaluating Lecturer Development Programmes: Received Wisdom or Self-Knowledge?
International Journal for Academic Development, v13 n2 p107-116 Jun 2008
This paper argues that lecturer development programmes can best be evaluated by theory-informed, contextualised evaluations involving a structured approach. The self-knowledge obtained by course teams who engage with such an approach outweighs wisdom received from external evaluators within large-scale evaluation initiatives, although these can provide a useful backdrop. Since lecturer development programmes are change initiatives, the theory of change is an important starting point. The paper considers published evaluations of programmes, and outlines the evaluation processes in one case institution. A structured approach, using an evaluation framework, is suggested. Although many of the examples are UK-based, the approaches described will be relevant more broadly, and lessons for evaluators are outlined.
Descriptors: Program Evaluation, Faculty Development, Evaluation Research, Teacher Education Programs, Theory Practice Relationship, Intermode Differences
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A