Action Research and Professional Development of Faculty

Authors

  • Barbara Frey University of Pittsburgh
  • Karen Overfield Education Management Corporation

DOI:

https://doi.org/10.56105/cjsae.v16i1.1894

Abstract

This study describes the challenges of designing and implementing a multi-site faculty professional development workshop on assessment, measurement, and evaluation of achievement in adult learners. The setting for the workshop was a system of post-secondary career training schools throughout the United States. As internal practitioners seeking to bring about change, the authors applied an action research methodology of planning, acting, observing, and reflecting to develop the program. Prior to the -workshop, a needs assessment involving faculty, students, and administrators was used to determine the framework and instructional objectives for the program. The reflective, systematic program development process involving stakeholders, coupled with the resulting faculty development experience, promoted a learning culture within the organization.

Résumé

La présente étude fait état des défis posés par la conception et la mise en oeuvre d'un atelier multi-site de développement professionnel destiné au corps enseignant et portant sur l'évaluation de l'apprentissage des étudiants adultes. L'atelier s'est donné dans un réseau d'établissements post-secondaires à vocation professionnelle situés aux quatre coins des Etats-Unis. En tant qu'éducateurs désireux d'améliorer leur pratique, les auteurs ont cherché à développer ce programme par l'application d'une méthodologie de recherche-action caractérisée par la planification, l'action, l'observation et la réflexion. Dans la phase préparatoire, on a precédé à une évaluation de besoms auprès des enseignants, des étudiants et des administrateurs dans le but de préciser le cadre et les objectifs pédagogiques du programme. Fondé sur la réflexion et la participation des intervenants directs, ce programme de développement systematique—soutenu par l'expérience même que les enseignants y ont acquise—a eu pour effet de promouvoir une culture de l'apprentissage au sein du réseau des établissements participants.

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Published

2002-05-01

How to Cite

Frey, B., & Overfield, K. (2002). Action Research and Professional Development of Faculty. Canadian Journal for the Study of Adult Education, 16(1), 20–33. https://doi.org/10.56105/cjsae.v16i1.1894

Issue

Vol. 16 No. 1 (2002)

Section

Articles

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