NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Bair, Mary Antony – Journal of Faculty Development, 2017
This paper describes a faculty development project in which 12 teacher educators used the Cognitive Coaching model to engage in critical reflections about their teaching. Each identified an aspect of their teaching they wanted to improve and a colleague to serve as coach. Participants engaged in Cognitive Coaching cycles, consisting of planning…
Descriptors: Faculty Development, Teacher Educators, Coaching (Performance), Cognitive Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Ockene, Judith K.; Milner, Robert J.; Thorndyke, Luanne E.; Congdon, John; Cain, Joanna M. – Journal of Faculty Development, 2017
The promotion process is challenging, particularly for non-tenure track faculty in academic medicine. To address this challenge, we implemented a facilitated peer mentoring program that included a structured curriculum with regular meetings, guided by two senior faculty mentors. Participants expressed satisfaction with the program, showed…
Descriptors: Mentors, Coaching (Performance), Peer Groups, Training Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Kebaetse, Masego B.; Sims, Rod – Journal of Faculty Development, 2016
Consultation has been found to improve teaching effectiveness, have benefits on teaching effectiveness for both young and older faculty members, and have persistent benefits beyond the consultation process. In light of the prevalent use of consultation in educational development, this qualitative study explored how educational developers…
Descriptors: Teacher Effectiveness, Consultation Programs, Qualitative Research, Student Centered Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Fox, Laurie – Journal of Faculty Development, 2012
This program description presents a unique, radically simple mentoring model for post-secondary institutions. The Faculty Peer Support Program invites all faculty members, regardless of rank, to connect for personalized professional development support. Participants self-select partner(s), meeting times, places, and topics. They also self-direct…
Descriptors: Adult Learning, Mentors, Learning Theories, Reflective Teaching