Engaging Faculty in Professional Development: Lessons From Bangladesh

dc.contributor.authorShiddike, Mohammad Omar
dc.contributor.authorRahman, Asif Ali
dc.date.accessioned2020-02-28T18:57:32Z
dc.date.available2020-02-28T18:57:32Z
dc.date.issued2019-09-23
dc.description.abstractEngagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.en_US
dc.description.authorstatusStudenten_US
dc.description.peerreviewyesen_US
dc.identifier.doihttps://doi.org/10.5539/jedp.v9n2p124
dc.identifier.issn1927-0526
dc.identifier.issn1927-0534
dc.identifier.urihttps://hdl.handle.net/10294/9080
dc.language.isoenen_US
dc.publisherCanadian Center of Science and Educationen_US
dc.subjectfaculty engagementen_US
dc.subjectfaculty professional developmenten_US
dc.subjecttraining and developmenten_US
dc.subjectfaculty developmenten_US
dc.subjectBangladesh higher educationen_US
dc.subjectBangladesh higher institutionen_US
dc.titleEngaging Faculty in Professional Development: Lessons From Bangladeshen_US
dc.typeJournal Articleen_US
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