01 SES 03 B, Evaluation of Teachers, Mentors and Professional Learning
Faculty training has become an important issue because of the curricular and methodological reforms initiated by the Bologna Process. Teaching and Learning Centers (TLC) are organizing seminars and workshops related to professional development of faculty. Such seminars make teachers more reflective and self-conscious of their on-going learning. Participants’ training satisfaction is crucial issue. This study examined the participants’ training satisfaction of seminars organized by TLC to specify the needs and what should be done.
Faculty training has become an important issue because of the curricular and methodological reforms initiated by the Bologna Process (Lucas, et al., 2017). Kahn & Baume (2003) and Fraser (2004) recommended that many educational units have taken a pragmatic approach to supporting the needs of teachers and institutions. Teaching and Learning Centers (TLC) are educational units of universities. TLC are organizing seminars and workshops related to professional development of faculty. Most of the TLC are tend to focus on generic teaching topics in their workshops and courses (Gosling, 2001). Such seminars make teachers more reflective and self-conscious of their on-going learning. Participants’ training satisfaction is crucial issue. The effectiveness of the organized seminars depends on the extent to which these outcomes are achieved and vary based on their design and implementation. Renta-Davids et al. (2016) stated that the nature of workshop delivery affects the effectiveness of the workshop outcomes. To increase effectiveness of organized events, participants’ training satisfaction should be evaluated deeply. This study examined the participants’ training satisfaction of seminars organized by TLC to specify the needs and what should be done.
Purpose & Research Questions: The purpose of this study was to investigate participants’ training satisfaction, the research questions that guided the study were: • What is the participant satisfaction level? • What is the aim of participants? • What are the needs of participants Design of the Study: In this study, action research approach was applied to collect and analyze the data. Action research is a type of research performed by practitioners into their own practices to solve problems and to improve their practices (Kemmis, 2007; Mckay & Marshall, 2002). The researcher was an insider in this research. She has been coordinator of Teaching and Learning Support Center (TLSC) since 2019. TLSC offered a series of face-to-face seminars and workshops in various aspects of higher education teaching and learning to support continual development of teaching and learning to faculty. The seminars and workshop subjects can be categorized as: • student engagement and interaction • course design that promotes active learning and critical thinking • use of educational technologies, such as course management systems (Moodle) Participants & Data Collection: In total, 202 faculty members were participated to the seminars given in between February 2019 and December 2019. 12 seminars were organized by TLSC. In this study, convenience sampling was used. In Faculty Seminars, both quantitative and qualitative data were collected through a questionnaire. The questionnaire was distributed in three seminars which are 1. Tips for New to Build Successful Careers (TNBSC) with 12 participants 2. How to Promote Student Engagement in the Classroom (HPSEC) with 24 participants 3. New Generation Learning (NGL) with 23 participants Totally 59 faculty attended to the above listed three seminars. However, seven of them did not fill in the questionnaire.
Based on the interpretation for the range of five-point likert scales items, overall mean scores in all measured three seminars stated that participants were at extremely satisfied and agreed about the seminars • met the goals, • are educational, and • are applicable Moreover, the participants were extremely agreed that they are likely • to attend to the similar events, and • to recommend the event to a friend or a colleague. Minimum of overall means of items is 4.28 related to application of information provided. Overall mean scores in all seminars were at extremely satisfied about all five items. Participants in TNBSC seminar (M = 4.60) have highest satisfaction overall means than that of in both HBES (M = 4.42) and NGL (M = 4.39). Satisfaction of overall participants, in all seminars, were similar accept applicability of seminar item which mean score for TBNBC (M = 4.58) was at extremely satisfied while that of HPSEC (M = 4.15) and NGL (M = 4.20) were at very satisfied. Except for one item related to attending to the similar seminar, the participants in TNBSC have higher mean score than that in both HPSEC and NGL. Even though overall mean scores in all seminars were at extremely level, participants overall mean scores about applicability of HPSEC and NGL seminars were at very satisfied level in HPSEC and NGL while that of TNBSC seminar was extremely satisfied level. The reasons for problem related to the applicability of seminars may be due to the examples given in both HPSEC and NGL were • from social science, where most of the participants are teaching natural science courses • suitable for small groups but not for large groups • not enough for some participants to understand how the subject can applied. They may need more examples.
Fraser, K. (2004). Education development and leadership in higher education, London: Routledge Falmer. Gosling, D. 2001. Educational development units in the UK: What are they doing five years on? International Journal for Academic Development, 6(1): 74–90. Kahn & Baume (2003). A Guide to Staff and Educational Development. London: Kogan Page. Kemmis S. (2007) Action Research, Chapter 12. Educational Research and Evidence-based Practice Edited by Hammersley M. pp. 167-181. Lucas, I. R., Promentilla M. A., Ubando, A. Tan R. G., Aviso, K. & Yu, K. D. (2017). AHP-based evaluation method for teacher training workshop on information and communication technology. Evaluation and Program Planning, 63, pp. 93-100. Mckay, J. & Marshall, P. (2002). Action Research: A Guide to Process and Procedure. European Conference on Research Methods, pp. 219-227. Renta-Davids, A. Jimenez-Gonzales, J. & Gonzales-Sato, A.P. (2016). Organisational and training factors affecting academic teacher training outcomes. Teacher in Higher Education, 21 (2), pp. 219-231.
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