Participating in team-based professional development changed how higher education teachers perceived themselves and their role as teachers¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Team-based professional development affected teachers' self-perception and role understanding, including greater confidence and awareness of their role in student development. → Gast 2017

Evidence¶

Gast 2017¶

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T. (2017). Team-Based Professional Development Interventions in Higher Education: A Systematic Review. Review of Educational Research. https://doi.org/10.3102/0034654317704306

q2 · i? · review · r3

Theme supported by two studies (Deni & Malakolunthu, 2013; W. Green et al., 2013); community of practice participants reported in interviews that their understanding of what it means to be a university teacher had changed and they gained greater confidence.

"Participating in a team-based professional development intervention affected how team members perceived themselves and their role as a teacher."

Discussion¶

Learner Variables¶

• Identity — outcome: instruction changes it

Related Claims¶

• Teams that narrowed the first problem and ran small Plan-Do-Study-Act tests before scaling saw themselves as more effective improvers — related
• More time with coaches was significantly associated with better teaching outcomes and higher teacher self-reported technological proficiency — related
• Teachers reported increased motivation knowledge and feasible, impactful MDP implementation after M-PLANS professional learning — related
• One reviewed intervention affected students’ insight into themselves