Pedagogical Development programmes in Higher Education. What works for whom and under which circumstances?
Project introduction and background information
To improve teaching quality and student learning in higher education, higher education institutes worldwide have been implementing PDPs. Many designers and facilitators of PDPs, often working in teaching and learning centres , face difficulties in how PDPs can be designed in such a way that they accommodate the institutional goals and on the other hand support teachers’ individual learning needs. Next, although PDPs have been shown to affect teachers’ learning and behaviour, student learning and institutional development (Ilie et al., 2020; Steinert et al., 2016; Stes et al., 2010) findings across studies remain inconsistent. As similar designs can lead to divergent outcomes depending on context and conditions, simply incorporating established characteristics of effective PDPs does not guarantee success (cf. Kennedy, 2016; Ödalen et al., 2018). This highlights that focusing solely on either PDP characteristics or learning outcomes is insufficient.
Objective and expected outcomes
In this PhD research we therefore aimed to understand how academic teachers’ learning unfolds during participation in a PDP. We thereby investigated how PDP characteristics associate with various learning outcomes, through which mechanisms these outcomes occured, how individual learning processes unfolded and whether such changes continued in teacher practice and under which contextual conditions they occured.
Across this project, the Interconnected Model of Professional Growth (Clarke & Hollingsworth, 2002; see Figure) was used as conceptual framework. The Dutch University Teaching Qualification (UTQ) programme served as exemplary case.
Results and learnings
The first study was a systematic review, it explored what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Although more research is needed, this review resulted in an overview of indicated relationship between characteristics of PDPs and teacher development outcomes. See the article A systematic review to explore how characteristics of pedagogical development programmes in higher education are related to teacher development outcomes for more details.
In the second study, we aimed to gain insight into teachers’ learning experiences within the University Teaching Qualification (UTQ). More specific, what type of collaboration activities within the UTQ activities contributed to perceived teacher and student learning? We identified three types of collaboration (from independent to interdependent): information exchange, discussion and co-creation; and three types of teacher learning: attitudes, knowledge and teacher behaviour. Moreover, we asked participants if they perceived changes among their students. Results showed that
- information exchange indirectly contributed to student learning through changes in teachers’ attitudes and teaching behaviours. This highlights the importance of structured exchange and sharing moments in PDPs.
- Co-creation had a direct impact on student learning—a surprising finding that calls for further exploration.
- Discussion and co-creation did not show an indirect effect on student learning, prompting a critical look at how we design collaboration in PDPs.
These findings confirm that collaboration in a PDP matters; teachers develop their attitudes, knowledge, and teaching behaviour. Contrary to our expectations, information exchange showed more positive development than the other collaboration activities. Notably, teachers’ knowledge development does not relate to changes in student learning. PDPs that primarily focus on providing teachers with knowledge are likely to have little or no impact on student learning. What does this mean for practice? PDPs could be more intentionally designed in fostering sharing and exchange of experiences, knowledge, feedback and tips among participants. This can help teachers develop their attitudes and teaching behaviour, ultimately benefiting student learning. Read the full article here.
In the third and fourth study, eleven teachers were followed during participation in the Wageningen UTQ programme. In this study a longitudinal research design was used that measured various developmental outcomes at different points in time. We used a variety of sources to measure what teachers have learned, like drawings, observation, interviews and document analysis. The Interconnected Model of Change (Clarke & Hollingsworth, 2002) was used to typify the development of the teachers.
In the third study, we focused on the development of teachers' conception of an academic teacher during a PDP and how this related to their teaching practice and conceptions at the start of the PDP. To capture teachers' conceptions, we asked them to visualise their ideal academic teacher with help of a drawing. The drawings were analysed together with interview data wherein the drawings were explained. Results showed that the conceptions of most teachers emphasised the importance of the role of a teacher in effective teaching and of guiding students to learn the intended learning outcomes in their courses and programmes. Characteristics such as holistic learning of the students, the diversity of tasks, and the interrelatedness between teachers' roles were less mentioned. Moreover, two-third of the teachers did not show congruency between their teaching practices and conceptions at the start of the PDP. Next, we found that half of the teachers changed their conceptions of an academic teacher during the PDP in different ways: more student-centred, enrichment of current conception, and less student-centred. The way in which conceptions changed appeared unconnected from teachers’ conceptions and practices at the start. This study has various practical implications. First of all, making a drawing to identify teachers' conceptions have shown to be vary useful for research as well for teacher to reflect on their conceptions. Next, some teachers were able to formulate conceptions of an academic teacher that acknowledge the complexity of different tasks and roles already in an early stage of their career, which showed the relevance of stimulating reflection and discussion on how different roles and tasks of an academic can be integrated and connected within professional development activities.
The fourth study gave insight into the various ways individual teachers learned during participation in a PDP. Results showed that learning via reflection happened more than via enactment. Next, we identified several PDP characteristics that were associated with different learning patterns (reflective, experimental and combined). Lastly, we identified that teachers continued their learning over time via two patterns. The impact-driven pattern was characterised by continuation after teachers observed the results of their implemented changes, most often in terms of impact on students. The insight-driven pattern was characterised by a change in the personal domain (PD); after having reflected on the initial change, teachers first changed their knowledge, attitude, or vision before they continued with the change. This continuation was stimulated or hindered by several context characteristics.
The various patterns identified in this study can be used to improve the design of PDPs. For example, the association between patterns of learning and PDP characteristics could deliberately be used to stimulate a specific learning process (e.g. experimentation or reflection). Moreover, the continuation patterns could help trainers to support and scaffold the continuation of learning. Lastly. This study showed that most learning started with small, practice-based changes. Stimulating and celebrating small steps is therefore key for helping teachers to grow!
Practical outcomes
- workshop voor Academic Developers SOP tweedaagse (EHON expertise groep): Creative reflection tools. Samen met collega Hubertie Kroon hebben wij diverse creatieve reflectietools gepresenteerd, vervolgens konden deelnemers oefenen met een reflectietool naar keuze. Ik heb hier laten zien hoe tekeningen kunnen worden gebruikt om te reflecteren op concepties op onderwijs.
- workshop voor Academic Developers Rijksuniversiteit Groningen (May 2024).
- workshop voor Academic Developers SOP tweedaagse (EHON expertise groep): over het gebruik van collaboration activities in de BKO. (Juni 2024).
- poster Teachers Day (December 2024)
- workshop Teachers Day (December 2025)
- Webinar NRO
In mijn dubbelrol als onderzoeker en docenttrainer, werd ik uitgenodigd om deel te nemen in een NRO webinar over het vormgeven van docentprofessionalisering. Onder leiding van moderator Joost Hoebink en samen met dr. Indira Day (Universitair Docent, Universiteit Leiden) dr. Tim Stevens (Postdoctoraal onderzoeker, Universiteit Utrecht), Jannet Doppenberg (Lector, Hanze hogeschool) en Valentina Devid (Trainer & adviseur, Toetsrevolutie) zijn we in gesprek gegaan over docentprofessionalisering in het hoger onderwijs. Wij vertaalden wetenschappelijke kennis over vormgeven van docentprofessionalisering naar praktijkvoorbeelden in het hbo en wo.