A systematic literature review of faculty development for teacher educators Academic Article uri icon

abstract

  • © 2017 HERDSA. Although ample literature exists regarding the effectiveness of faculty development (FD) activities, there is a gap in the literature synthesizing its outcomes. This review, using a predetermined review protocol, analyzed 22 publications on FD for teacher educators using Kirkpatrick’s training evaluation taxonomy. We found that North American universities provide the most empirical evidence about FD activities, focusing on technology integration in teaching and pedagogical skill improvement. Formal programs, such as serial workshops and developmental relationship, were reported with high frequency, compared to self-directed learning and organizational development activities. Empirical research was heavily based on self-reported, qualitative data and emphasized individual-level outcomes. There is a lack of information regarding the impact of FD activities for teacher educators on subsequent student learning or the downstream effect on school systems. Similarly, institutional involvement in FD remains largely unexplored. We conclude with robust recommendations for research and practice.

published proceedings

  • Higher Education Research & Development

altmetric score

  • 7.33

author list (cited authors)

  • Phuong, T. T., Cole, S. C., & Zarestky, J

citation count

  • 33

complete list of authors

  • Phuong, Tam T||Cole, S Catherine||Zarestky, Jill

publication date

  • February 2018