This paper represents the initial results of a study that asks the question “What effect did a series of assessment workshops have on faculty members’ attitudes, self-confidence, and understanding related to program assessment?” In this study, “program assessment” is defined as “a process that calls on the faculty to articulate programmatic learning outcomes, collect data on student attainment of those outcomes, and review the aggregated data to inform program improvement efforts.”
\nThe researchers outline the problems associated with getting faculty to properly conduct program assessment, and the benefits that can be achieved when the process becomes a part of an academic environment. Professional development is then held up as a method by which faculty can become trained and enthusiastic about program assessment. For the researchers, the main benefit of using “ongoing, systematic, and integrated” professional development is the social environment provided to faculty members, allowing them to work with their peers, observe innovation, gain confidence, and learn to understand a new idea as part of a institutional framework.
\nTo look at the impact of professional development, this study has used a workshop series run at the College of Education at California State University in Long Beach. The series consisted of four three-hour workshops, each on a different topic that built on the material covered in the one before. In each workshop, an outside expert would present the topic and lead a discussion for an hour, and then allow the participants to work together on the topic for the final two hours.
\nA total of 53 faculty members participated in the workshop series, although not all faculty members attended each workshop. The group was made up of instructors from almost all the colleges at the university and consisted mostly of full-time tenured or tenure-track faculty. Participants were chosen via nomination by a department chair or invitation from a dean, and were paid a small stipend to attend.
\nThis instrumental case study aims to “report on the effectiveness of sustained professional development to support faculty adoption of an innovation.” This was done using pre- and post-workshop surveys administered anonymously online. The surveys were developed using the “Stages of Concern Questionnaire.” Participants also completed evaluations following each session. The evaluations “asked participants about their learning in a workshop, their level of comfort with the knowledge and skills, and their satisfaction with the experience.” The researchers also interviewed seven of the participants after the series had concluded.
\nAn analysis of the data “provided evidence that the workshops influenced faculty members’ understanding of and, to some degree, attitudes regarding assessment. The workshops also influenced confidence, although not in the way conceptualized at the start of this research. Finally, the findings echo the importance of interaction with colleagues as a way to shape understanding, attitudes, and confidence.”
\nIn the discussion, the researchers state that, first and foremost, the workshop series accomplished its explicit goal – providing faculty members with the ability to craft a sound program assessment plan. The results of the surveys, evaluations, and interviews supported the idea that one of the most powerful aspects of professional development is the social interaction amongst faculty members. The collaborative aspect fostered innovation, and the presence of such a diverse group suggested to participants that assessment was driven by faculty, not via orders from administrators. The researchers suggest that this effect can be amplified by administrative support. Finally, the researchers state that their results support the findings of previous researchers that professional development is “more meaningful when it takes place over time, is focused on a topic with clear and attainable goals for learning and growth, and integrates collaboration with colleagues for support.”
", "tags": [], "relations": {}, "dateAdded": "2010-07-26T19:32:28Z", "dateModified": "2010-07-26T19:32:28Z" } }, { "key": "MPJTH3WT", "version": 1, "library": { "type": "group", "id": 22189, "name": "ISWStudy-Ryerson-UWO", "links": { "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/22189/items/MPJTH3WT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo/items/MPJTH3WT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 301843, "username": "michelle.schwartz", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/michelle.schwartz", "type": "text/html" } } }, "creatorSummary": "Haviland et al.", "parsedDate": "2010", "numChildren": 3 }, "data": { "key": "MPJTH3WT", "version": 1, "itemType": "journalArticle", "title": "Now I’m Ready: The Impact of a Professional Development Initiative on Faculty Concerns with Program Assessment", "creators": [ { "creatorType": "author", "firstName": "Don", "lastName": "Haviland" }, { "creatorType": "author", "firstName": "Seon-Hi", "lastName": "Shin" }, { "creatorType": "author", "firstName": "Steve", "lastName": "Turley" } ], "abstractNote": "Abstract This article examines the impact of a faculty professional development effort on the understanding, confidence, and attitudes\nof education faculty related to program assessment activities. We applied literature on the adoption of innovations, institutional\neffectiveness, and professional development to a case study of a series of workshops on assessment. The results suggest that\nfaculty members had improved skills and knowledge, understanding, confidence, and attitudes regarding assessment following\nthe workshops. The opportunity for faculty members to collaborate with colleagues on assessment and to develop an understanding\nof the kinds of supports in place for assessment work were important elements in the gains.", "publicationTitle": "Innovative Higher Education", "publisher": "", "place": "", "date": "2010", "volume": "35", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "261-275", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10755-010-9140-1", "citationKey": "", "url": "http://dx.doi.org/10.1007/s10755-010-9140-1", "accessDate": "2010-07-26T19:31:47Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Now I’m Ready", "language": "", "libraryCatalog": "SpringerLink", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-07-26T19:32:28Z", "dateModified": "2010-07-26T19:32:28Z" } }, { "key": "BAT26NIT", "version": 1, "library": { "type": "group", "id": 22189, "name": "ISWStudy-Ryerson-UWO", "links": { "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/22189/items/BAT26NIT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo/items/BAT26NIT", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/22189/items/ADDZH9S2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 301843, "username": "michelle.schwartz", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/michelle.schwartz", "type": "text/html" } } } }, "data": { "key": "BAT26NIT", "version": 1, "parentItem": "ADDZH9S2", "itemType": "attachment", "linkMode": "imported_url", "title": "The impact of instructional development in higher education: effects on teachers and students - International Journal for Academic Development", "accessDate": "2010-07-26T19:26:31Z", "url": "http://www.informaworld.com/smpp/content~db=all?content=10.1080/13601440902970098", "note": "", "contentType": "text/html", "charset": "windows-1252", "filename": "content~db=all.html", "md5": null, "mtime": 2147483647, "tags": [], "relations": {}, "dateAdded": "2010-07-26T19:27:36Z", "dateModified": "2010-07-26T19:27:36Z" } }, { "key": "HF5UTPFV", "version": 1, "library": { "type": "group", "id": 22189, "name": "ISWStudy-Ryerson-UWO", "links": { "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/22189/items/HF5UTPFV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo/items/HF5UTPFV", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/22189/items/ADDZH9S2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 301843, "username": "michelle.schwartz", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/michelle.schwartz", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "HF5UTPFV", "version": 1, "parentItem": "ADDZH9S2", "itemType": "attachment", "linkMode": "imported_file", "title": "keulen.pdf", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "keulen.pdf", "md5": "7f3817231e586a6f5a10dea2691f43e3", "mtime": 2147483647, "tags": [], "relations": {}, "dateAdded": "2010-07-26T19:27:36Z", "dateModified": "2010-07-26T19:27:36Z" } }, { "key": "CTPE4CSH", "version": 1, "library": { "type": "group", "id": 22189, "name": "ISWStudy-Ryerson-UWO", "links": { "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/22189/items/CTPE4CSH", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo/items/CTPE4CSH", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/22189/items/ADDZH9S2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 301843, "username": "michelle.schwartz", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/michelle.schwartz", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "CTPE4CSH", "version": 1, "parentItem": "ADDZH9S2", "itemType": "note", "note": "This book review discusses Ann Stes’ doctoral dissertation on the impact of instructional development in higher education. The experiments conducted as part of this project were discussed in the papers also released by Stes, however some interesting ideas seem to have emerged from the dissertation that weren’t previously mentioned:
\nIn the paper, Stes argues that there are many explanations for student learning outcomes and many contributing factors. To explain the weak effect discovered by her experiment, she “conjectures that maybe six percent of student learning can be related to academic development programs, so large effects are unlikely.” Stes admits that the relatively small number of teachers in her sample and the short time span of her studies may also have had an effect. “The first years of teaching are often devoted to surviving and developing teaching materials. Effects may become notable in later years. So repeated long-term evaluations may be worthwhile.”
\nThe reviewer concludes “When pressed to show evidence of the impact of training modules, academic developers should also not forget to address the whole system with its complex relations between talent, work load, facilities, rewards for (good) teaching, and student motivation. What can be expected from an investment of 140 hours? It may be substantial in the eyes of academics, but it is not much from the point of view of mastering ‘real’ professions.”
\nThe dissertation is available for twenty Euro from Academia Press in Belgium, I’m not sure if it’s printed in English. http://www.academiapress.be
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\nThe program in question is a year long and is rung by the Centre of Excellence in Higher Education at the University of Antwerp. The program is voluntary, and each group is limited to 25 and not divided by discipline. “The aim of the program is to raise professional standards with regard to classroom practice and to gear instructors’ teaching more closely to the concept of competence-based and student-centered teaching,” which they experience first hand “by adopting the role of students.”
\nFor the study, Stes et al. focused on whether there is a difference in teaching approach between teachers who participated or did not participate in the training, and whether disciplinary differences had any impact on the results. To accomplish this, the researchers recruited a group of program participants and then asked them to nominate an equivalent colleague who was not taking part in the program. This created a control group with similar demographics to the experimental group. Each teacher than had to chose one course to concentrate on during the study. Most participants in the study taught small to medium sized classes, belonged to “hard” disciplines, and were senior lecturers or professors.
\nBefore the start of the training, the researchers gave participants a modified version of the ATI. Shortly after the end of the program, the researcher administered a slightly longer version of the ATI. They also conducted semi-structured interviews.
\nUsing the interview data, the researchers divided the participants into three groups. The first group approach teaching as a process of information transmission, in which the teacher is the expert who imparts knowledge onto listening students. This group represented about a quarter of the participants. The second group was defined as “stimulating insight by initiating interaction with students and introducing assignments.” These teachers sought to actively engage their students both in and out of class. The “interactionist” group represented about half of participants. The third group of teachers approached teaching as “practical coaching,” in which they sought to guide their students in their learning of practical, real-life skills. About a quarter of participants fell into this category. Using the survey data, it can be seen that the majority of teachers in the experimental group fell into the “interactionist” category, while as half of the control group approached learning through information transmission.
\nWhen broken down by discipline, “more than half of the teachers belonging to a hard discipline are categorized as interactionists. Only one-fourth of them are categorized as information transmitters, in comparison to almost half of teachers belonging to a soft discipline.” Teachers used discipline to explain their teaching approaches, with those categorized as information transmitters justifying their approach as being required by their discipline. Discipline as well as the training program seemed to influence teaching approaches, “with teachers belonging to a hard discipline and being a participant in instructional training having most chance to be categorized as interactionist or practical coach and least chance to be categorized as information transmitter.”
\nIn their conclusion, the researchers state that the quantitative data showed significant difference between the pre-test and post-test CCSF scores in the experimental group, with no or very little change on the same scales for the control group. This result was confirmed by the qualitative analysis. The researchers conclude that “there is some effect of instructional development on teaching approach, but the effect is not strong or very distinct,” although the results are “in line with earlier research stating that instructional development can increase the extent to which teachers adopt a student focus.” With regards to discipline, the instructional training was able to break into the “disciplinary academic tribes,” with “participants in instructional development belonging to a hard discipline taking a conceptual change/student-focused teaching approach at the end of training.”
\nThe researchers admit that the results of their study were based on self-report. To help establish whether or not the reported increase in student-focused approaches had an impact on actual teaching behavior, the researchers reference a further study they did, in which they administered an Experiences of Teaching and Learning Questionnaire (ETLQ) to students. None of the data from that study pointed to an effect of instructional development on actual teaching behavior. The weak effects measured in this study and the lack of change perceived by students seems to point to a lack of impact of instructional training, although the researchers point to a need for a follow up measuring long term effects.
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\nIn the first portion of the study, a four part online survey was administered to all teachers who had completed an accredited program in a five year period. The first section asked teachers which part of the program they had considered most important, the second section asked about the relationship between the program and institutional issues and requirements, the third section evaluated the quality of the program and the satisfaction of the participants, and the fourth section was developed using the ATI. In the second portion of the study, six of the institutions participated in interviews and focus groups.
\nIn analyzing the results, the researchers found the following:
\nThe survey data indicated that participants perceived their teaching to be more student-focused and less teacher-focused after completing the program. The interviews went into greater detail, reporting that the programs had a positive impact on teaching and learning practices and curriculum planning. Participants felt more able to design lessons around learning outcomes and to communicate this information to students. The programs also increased teacher confidence, making them more willing to innovate. However, the focus groups revealed that participants questioned the impact the programs would have on their careers, citing “a lack of clarity about options for progression beyond the certificate” or having “slipped back into fire-fighting mode since finishing the course.”
\nWhen looking at the impact of the program amongst different groups of participants, instead of individuals, the survey results indicated that “those who reported the highest increase in student-focused approaches, and the highest decrease in teacher-focused approaches, valued the programmes and their relationship to institutional missions and processes substantially more than other participants. The groups that were mostly likely to have these high scores were teachers from newer institutions and teachers working in the health sciences. Hanbury et al. thus reported that demographics and discipline did have an effect on program impact.
\nThe focus groups and interviews also assessed impacts on departments. Staff in leadership positions believed that the programs had a positive effect, with participants “acting as catalysts or conduits for educational ideas” and with programs helping to “raise the profile of teaching generally, and ensure that new staff think about teaching as well as research.” The level of departmental impact was moderated by the number of staff that had taken part in the program, the support of the leadership in the department, and the teaching culture within the department.
\nThe relationship between institutional mission and the programs was difficult to determine, with program participants failing to see the connection, with leadership feeling the opposite. The researchers identified several source of these difficulties, including perceived differences between the aims of the program and the institutional mission, the limited number of staff who have taken the program, and a disconnect between people in charge of institutional strategy and people developing the programs.
\nThe researchers conclude that, in keeping with the findings of Gibbs and Coffey and Knight, teaching development programs are effective at moving teachers from teacher-focused approaches to student-focused approaches. The results also go along with Knight’s findings that teaching confidence is also improved. They also identify departmental support and how well the programs were thought to coincide with institutional strategies as factors that mediate the impact of the programs.
\nThey highlight the disagreement between their findings and previous findings as to the influence of demographics as an area for future research, and as something to consider when developing generic, rather that discipline-specific programs. “It may be that some aspects of the programmes could be delivered through a more in-situ based approach to training, or through mentoring and peer support to supplement the programmes and encourage learning on the job.” They feel this is in line with other papers that have suggested more discipline-based teaching development.
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The perceived relation between the programmes and institutional missions and strategies was also explored, as well as areas for further development and improvement of the programmes. It was found that participants perceived themselves to be significantly more student-focused in their teaching after attending a programme, with those from newer institutions and health sciences disciplines experiencing the greatest conceptual change and rating the programmes most positively. There were some positive examples of departmental impacts, and the programmes were seen to align more closely with institutional teaching and learning strategies than mission statements. Areas for further development and improvement of the programmes are discussed in relation to reducing programme workload, and improving the balance between generic and discipline-specific aspects.", "publicationTitle": "Studies in Higher Education", "publisher": "", "place": "", "date": "2008", "volume": "33", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "469–483", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.informaworld.com/10.1080/03075070802211844", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Google Scholar", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-07-22T19:00:27Z", "dateModified": "2010-07-26T18:59:55Z" } }, { "key": "J3H7ZMIM", "version": 1, "library": { "type": "group", "id": 22189, "name": "ISWStudy-Ryerson-UWO", "links": { "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/22189/items/J3H7ZMIM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo/items/J3H7ZMIM", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/22189/items/K22A93BQ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 301843, "username": "michelle.schwartz", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/michelle.schwartz", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "J3H7ZMIM", "version": 1, "parentItem": "K22A93BQ", "itemType": "note", "note": "This study, part of a larger project looking at the impact of teacher training, “investigates the relationship between teachers’ approaches to teaching, and the context and characteristic of teacher demographics.” It aims to find the answer to the question “Why do teachers teach the way they do?”
\nStes et al. begin the paper with an analysis of existing research into teaching contexts and teacher demographics. Contexts include the number of students, the year of study of the students, the main teaching method of the course, and the discipline being taught. Teacher demographics are broken down by gender, nationality, status and teaching experience, and educational training.
\nAn analysis of the existing research revealed the following results:
\nFrom this analysis, Stes et al. conclude “Teaching approaches varied across different teaching contexts, with the student-focused approach being the most sensitive to contextual influences.
\nFor their study, Stes et al. investigate the relationship between context and approaches to teaching by looking at three variables: number of students, students’ level of experience, and discipline. Too investigate the relationship between teacher demographics and approach to teaching, five variables are considered: amount of teaching experience, age, gender, academic status, and intention to participate in teacher training.
\nTo conduct the study, teachers who were enrolled in a forthcoming teaching development program at the University of Antwerp were asked to recruit a colleague who was not enrolled in the program, but was comparable in context and demographics. The researchers ended up with 50 teachers who were then required to complete a modified version of the ATI.
\nWhen analyzing the results, the “standard deviation was higher for the conceptual change/student-focused scale than for the information transmission/student-focused scale, which indicates that the respondents in our study differ more from each other with respect to their score on the CCSF scale than with respect to their score on the ITTF scale.” The researchers believe that the ITTF portion of the ATI had a low reliability, and thus was not used in the results.
\nThe results of the CCSF portion of the ATI revealed the following:
\nThe researchers conclude that they found no significant relationship between context or demographics and a student-focused approach to teaching. They admit that the problems they had with using the teacher-focused portion of the ATI did limit the scope of their study and thus the results should be approached with caution. However, they state that they believe that the results of this study “open up perspectives for staff development.” If conceptual change/student-focused teaching is not determined by context or demographics, then it can “probably be promoted by teaching development activities.”
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Data were collected from 50 teaching staff\nat the University of Antwerp and from three sources: a Dutch translation of the Approaches to Teaching Inventory (ATI), information\ngiven by the participants, and information obtained through the personnel department of the university. Only the conceptual\nchange/student-focused scale of the ATI had good reliability and was used for further analysis. Analysis of variance (ANOVA)\nshowed no relationship between teachers’ approaches to teaching and the context variables of expert level of students, teaching\ndiscipline and the number of students in the classroom. Neither was a relationship found between the teachers’ conceptual\nchange/student-focused approach and the teacher characteristics of gender, academic status, teaching experience, age and intention\nto participate in teacher training. Several interpretations of these data and perspectives for further research are discussed.", "publicationTitle": "Higher Education", "publisher": "", "place": "", "date": "March 01, 2008", "volume": "55", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "255-267", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10734-007-9053-9", "citationKey": "", "url": "http://dx.doi.org/10.1007/s10734-007-9053-9", "accessDate": "2010-07-26T18:54:13Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "SpringerLink", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-07-26T18:54:13Z", "dateModified": "2010-07-26T18:54:13Z" } }, { "key": "3BG6N7FT", "version": 1, "library": { "type": "group", "id": 22189, "name": "ISWStudy-Ryerson-UWO", "links": { "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/22189/items/3BG6N7FT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/iswstudy-ryerson-uwo/items/3BG6N7FT", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/22189/items/B7KD7TJE", "type": "application/json" } }, "meta": { "createdByUser": { "id": 301843, "username": "michelle.schwartz", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/michelle.schwartz", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "3BG6N7FT", "version": 1, "parentItem": "B7KD7TJE", "itemType": "note", "note": "In this study, Stes et al. investigate the long-term impact of a faculty training program for novice teachers at the University of Antwerp. This voluntary one-year long program was aimed at assistant professors with less than five years teaching experience, although some participants with up to ten years experience were allowed to enroll. With the goal of making “teaching practice more professional and better geared to student-centered education, the program participants “had the opportunity to experience the advantages and disadvantages of student-centered teaching for themselves and were confronted—in the role of the student” with methods that included problem-based learning, group assignments, case studies, and online discussions.
\nThe impact of this program was first investigated in 2002, when the researchers had participants complete a written survey shortly after completing the program. The aim was to assess impact at the following levels: “participants’ learning, participants’ use of knowledge and skills (behavioural change), and organizational change.” The researchers found that the training program had had an impact at all levels, challenging “instinctive instructional conceptions,” providing practical teaching tips that encouraged visible changes in practice, and providing teachers with the knowledge and confidence to engage colleagues in discussion and participate in faculty committees and curriculum development.
\nIn this follow-up study, Stes et al. look at the lasting effects of these programs to see if teachers have maintained a student-centered approach to their teaching and if institutional changes have continued or abated. The investigation was conducted two years after the program was completed, using a written questionnaire with open questions. “For each question respondents were asked to illustrate their answers and to describe the factors perceived as obstructing or promoting change.”
\nThe results show that there is still an impact felt two years later, with former participants still citing behavioral and conceptual changes. Participants in the study also reported continuing institutional impact, although the researchers’ hypothesis that the participants showing the most behavioral and conceptual change would also be responsible for more institutional change was not confirmed. Reasons given for program impact or lack thereof differed, with a lack of impact explained by a variety of factors, including a lack of agreement amongst colleagues, job pressures, or a lack of support from the leadership. Successful implementation was stimulated by collaboration with colleagues who also participated in the program and by support from students and other teachers. “The data suggests that the long-term impact of educational development programs mainly depends on contextual aspects… Thus the setting in which the participating faculty members are working must be taken into account when designing educational development initiatives.”
\nStes et al. admit to limitations to their study, including a low response rate and self-selecting participants and propose further research, some of which follows in this bibliography
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\nIn teachers with further pedagogical training, there was an increase in student-centered teaching and in beliefs in self-efficacy in all the groups, no matter if they had moved from the six-month group to a year of training, or from the year of training to two years of training. This was a different result than in the first study, where student-centered scores were seen to decrease after a short amount of training and only move upwards after a year of training or more. The researchers theorize that the absence of the previous study’s “collapse” could be explained by the fact that after the first study, instructors in pedagogical courses made participants aware of the possibility of initial negative effects. They add that it’s possible that voluntary participation in the follow-up might lead to the study skewing towards teachers that are more dedicated to developing their own teaching.
\nIn contrast to the student-centered results, there was no statistical difference in the teacher-focused levels between the two measurements, supporting the earlier contention that the teacher-focused approach is more deeply entrenched and is a separate variable from the student-centered approach. In terms of self-efficacy, the longitudinal study revealed that self-efficacy beliefs increased for the first group, but decreased in the following groups with teachers who had participated in the most pedagogical training having the lowest ratings. It was determined that the “scores on the self-efficacy scale increased the most among teachers whose relative increase in teaching experience was highest.” The decrease in scores amongst the groups with the greatest amount of training can possibly be explained by the increased awareness of teaching, however, the researchers note that the group in this category only consisted of seven teachers, so is isn’t necessarily a statistically significant result.
\nIn the group of teachers who had completed no further training, scores remained relatively similar, and there was no statistical difference on the scales measuring approaches to teaching. The only difference was found amongst the teachers who had received the least amount of training – their self-efficacy beliefs increased after the two year since the last study. The researchers admit, however, that the group that fell into this category was very small.
\nFrom these results, Postareff et al. draw the following implications for developers of pedagogical training programs in the future:
\n