An Impact Assessment Of Faculty Development Programmes Education Essay

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The literature review will enlighten the research and conclusions made by other authors on the Faculty Development Programmes. The relationship between Faculty development programmes and factors effecting such programmes will be assessed. Moreover, the effectiveness of Faculty Development Programmes on the participating teachers and on the overall organization will be reviewed to comprehend the subject area. The significance of the factors effecting the most or least will be analyzed according to different statistical methods used by the authors.

The research was carried out to discover how faculty development programmes influence the institution. The authors insisted to allocate specific funds for professional development in the university. Survey questionnaire was sent to members of the university to indicate the difference made after the university distributed funds for faculty development. The questionnaire asked the members to indicate the activities that made the members engage in activities of faculty development. The analysis was made on the frequency of response of a specific answer which concluded that members desired for selective guidelines and better distribution of information. The article concluded that faculty development plays a significant role and it should be in the strategic vision of the institution. Furthermore, the authors conclude on the note that contributions towards faculty development activities increase if universities allocate specific funds for the purpose. However, the major limitation of the article was that it stressed more on the utilization of the funds generated for faculty development rather that focusing on the impact of such programmes on the institution.

The article stressed that faculty members should understand the learning style of the students. The model used in the article is Felder-Silverman and according to this model five dimensions to learning and learners are classified as perception, input modality, organization, processing and understanding. Engineering students were asked that which approach helped them better understand the topic. Numerical score is assigned to the answers given by students based on the five dimensions of the model. The answers for each dimension are rated from -11 to +11 on an axis. Score between -3 to +3 indicate the students who are fairly balanced. The data depicted that majority of the students were fairly balanced but a large percentage prefer active, sensing and visual learning. Workshops for teachers were conducted focusing not only on learning styles but also providing experience in developing instructional methods to tackle various learning styles. The article also focuses on conversations among teachers about teaching as it helps the teacher to know about the instructional methods used by others. A survey was conducted from teachers regarding their teaching styles. The article concluded that teaching workshops should promote proven teaching methods that tackle the needs of various learning styles of students.

A snowball sampling technique (Lincoln and Guba 1985) was used to choose 25 respondents belonging to various academic and technology leadership positions. The data collected from the respondents was analyzed through qualitative research methods of content and narrative analysis. The aim of this survey was to know about the hardships faculty members face while adopting the technological process for instruction. The respondents indicated organizational support, training and development, leadership and resources. The study concluded that institutions should include workshops for teachers to adopt information and communication technology. Emphasis were made that use of technology will revolutionize the teaching practices and will contribute towards active learning.

It is affirmed in the article that most effective training programs change the behavior of the participants. Training makes an individual more productive and efficient but only when its effect is perpetual. The data is collected by conducting interviews to examine the change in behavior from participants after they have attented teacher training program. The key indicators of the research are knowledge, skills, objective of training and behavior change. Likert scale is used to analyze the response of the questions and it is concluded that training programs should focus on lecture delivery, paper designing, taking quizzes and enhancing the relation with the students. Furthermore, authors stress to know the starting point and feedback of the trainees in order to know how the program effected them. The limitation of the article is that its sample size was 27 which is not enough to make a generalized conclusion of the study.

The study highlighted the need of understanding the emotions of the students and therefore teachers need to have emphatic communication skills. General survey model is used and "Empathic Tendency Scale" developed by Dokmen (1996) to evaluate individual's ability to establish empathy was used as data collection tool. The data collected from 5 level Likert scale was analyzed on SPSS program using t-test and variance analysis. The data was collected to determine the emphatic tendencies of different teachers at different levels. Mine Celikoz concluded that empathic tendency helps a teacher to communicate effectively not only with the students but with other teachers as well and it should be enhanced through training.

It focused on managing class interactions, its impact on teachers' practices and on their pupil's achievement. Training should impact teacher practices in order to impact pupils' leaning. The hypothesis of the study is set as socio-constructivist approach has positive effect on the learning of students and training in such approach enables teachers to change their practices. The lectures of the teachers are recorded and analyzed qualitatively. To test hypothesis pupil learning is evaluated in relation to the training given to the teachers. The training program was composed of three sessions which taught teachers to tackle general and de-contextualized interaction, particulate model session and how to manage pupil-teacher interactions in a session. Primary data was collected through questionnaires and variance analysis was carried out and recording of teachers' lectures was analyzed. The statistical results reveal that the effect is same for all the students which show that change in pupil learning cannot be considered the result for the training program. The results of recordings show difference in the management and the teachers start taking into account the production of all pupils and do not ignore any student. Therefore their study concluded that training programs alter teachers' practices and improve their management and class handling skills.

The authors stressed that inert knowledge which is only memorized by the students can be applied in practical situations if teachers create powerful learning environments. Analytical field research is used in which a limited number of hypotheses are tested. Data is collected by qualitative research using document analysis of different courses, interviews with teacher trainers and questionnaires for the students. A Likert scale from 1 to 6 was established and scores were developed. Observation and in depth understanding of different situations was conducted. The results indicated that coaching should be made on the learning experiences and the quality of teaching practice should be improved. Additionally, attention should be made on learning focused aspects like developing active and self-regulative learning environment.

The authors stressed on the point that the terms such as staff development are similar to human resource development and for that reason teachers play an important role in improving the quality of higher education and to meet the cultural and development needs of the society. Five point Likert scale was used to analyze the questionnaire. The objective of the finding were improvement in skills, modules effectiveness, participants point of view about training, resource person's evaluation, coordination, duration of training, incentives for participants and institutional support. The results show that training program can only be effective if it is fulfilling the needs and inadequacies of the teachers. More than half of the participants were of the point the positive incentives will contribute to the effectiveness of the training program as then the participant will be encouraged and motivated to join. The limitation of the study was that it was restricted to a specific locality and general results were concluded based on their responses.

According to the article a teacher plays certain functions including planning function, social function, instructive function, technological domain and management domain. Training workshop was conducted keeping in view the background information of all the students. The development and results of the training action were evaluated. The development was evaluated on three dimensions which enabled the authors to determine whether teachers can obtain knowledge about virtual collaborative learning or knowledge about technological support. Assessment was made based on the personal and group contribution made by the teachers in order to determine their competencies. In the end a questionnaire was given to the participants of the workshops to know about their feedback and opinions.

The authors followed 10 teachers from the last year of their teacher education from their first three years of teaching. The teachers were interviews individually and in groups and they were observed during teaching. The interviews were about what they are learning in teacher education and observation was conducted to know their perceptions of the lessons and resources of the ideas. The interviews and observation of the teachers was transcript into written form and extensive cross-case analysis was done on the teachers and the contribution of the district policy in the professional development of the particular teacher. Various district documents were collected to analyze policies concerning curriculum and mentoring. The article concluded that districts can act as teacher educator as they give the opportunities to the teachers in their early part of career. Moreover, the environment that the teachers work in their early part of life set their attitude and opinion towards their work. The conversations among other members of the institute contribute in setting professional or non-professional attitude of a teacher.

She stressed on making practice teaching important component of teacher training programs. The study examined management standards of training programs to determine effective management and to facilitate assessment. Practicing teaching effect the process and product and it produce good quality. The study is concluded that teaching is not considered a complex activity and importance of practice is not realized. The limitation of the study is that it does not include any statistical tool to analyze the importance of practice teaching. Moreover, observational tool or qualitative tool was neither used to make comparison about of the teachers who have practices teaching in their career.

Tuckman 1995 measure was chosen as it uses commonly understood terms to describe teacher behavior and it was filled by the students. The form consisted of teacher characteristics and students had to mark the ones present in their teacher. ANOVA was conducted to analyze the characteristics of a good teacher which concluded that patience, caring and polite were rated the most by the students. The limitation of the study was that it was based on the responses of the students which can be biased and unauthentic.