Practice What You Preach: Lecturers Learning About Design-Based Education.
Saved in:
| Title: | Practice What You Preach: Lecturers Learning About Design-Based Education. |
|---|---|
| Authors: | Day, Indira N. Z.1,2 i.n.z.day@iclon.leidenuniv.nl, Assen, Hanneke J. H. E.3, Stevens, Tim M.4, Vermunt, Jan D.5 |
| Source: | Innovative Higher Education. Feb2026, Vol. 51 Issue 1, p387-405. 19p. |
| Subject Terms: | *Higher education, *Educational innovations, *Facilitated learning, *Educational programs, *Design education |
| Abstract: | Higher education programs introduce educational innovations to prepare students for their future professions. These innovations often require new lecturer roles, which in turn requires lecturers' professional development. Previous research has indicated that collective learning and congruence between the approach of the professional development and the educational innovation support lecturers' learning. The current study investigates a design-based professional development initiative, focusing on collective and congruent learning, that supports lecturers to move towards their role as facilitators in a design-based learning context. Survey and interview results reveal that lecturers had positive experiences with the four key aspects of collective learning: inquisitive dialogue, shared vision, collective action, and evaluation and reflection. However, not all factors were experienced to the same extent. The inquisitive dialogue was experienced as the most important factor, which stimulated the dialogue about the underlying principles of the educational innovation and led to meaning-oriented pedagogical activities. Not all lecturers recognized the congruence between the professional development initiative and educational innovation, but if they did, they experienced it as a positive impact on their learning. Lecturers' referenced working with colleagues as a factor that facilitated their learning, whereas a lack of time inhibited positive outcomes of the professional development initiative. [ABSTRACT FROM AUTHOR] |
| Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 191658344 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Practice What You Preach: Lecturers Learning About Design-Based Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Day%2C+Indira+N%2E+Z%2E%22">Day, Indira N. Z.</searchLink><relatesTo>1,2</relatesTo><i> i.n.z.day@iclon.leidenuniv.nl</i><br /><searchLink fieldCode="AR" term="%22Assen%2C+Hanneke+J%2E+H%2E+E%2E%22">Assen, Hanneke J. H. E.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Stevens%2C+Tim+M%2E%22">Stevens, Tim M.</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Vermunt%2C+Jan+D%2E%22">Vermunt, Jan D.</searchLink><relatesTo>5</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Innovative+Higher+Education%22">Innovative Higher Education</searchLink>. Feb2026, Vol. 51 Issue 1, p387-405. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Facilitated+learning%22">Facilitated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Design+education%22">Design education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Higher education programs introduce educational innovations to prepare students for their future professions. These innovations often require new lecturer roles, which in turn requires lecturers' professional development. Previous research has indicated that collective learning and congruence between the approach of the professional development and the educational innovation support lecturers' learning. The current study investigates a design-based professional development initiative, focusing on collective and congruent learning, that supports lecturers to move towards their role as facilitators in a design-based learning context. Survey and interview results reveal that lecturers had positive experiences with the four key aspects of collective learning: inquisitive dialogue, shared vision, collective action, and evaluation and reflection. However, not all factors were experienced to the same extent. The inquisitive dialogue was experienced as the most important factor, which stimulated the dialogue about the underlying principles of the educational innovation and led to meaning-oriented pedagogical activities. Not all lecturers recognized the congruence between the professional development initiative and educational innovation, but if they did, they experienced it as a positive impact on their learning. Lecturers' referenced working with colleagues as a factor that facilitated their learning, whereas a lack of time inhibited positive outcomes of the professional development initiative. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191658344 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10755-025-09804-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 387 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Facilitated learning Type: general – SubjectFull: Educational programs Type: general – SubjectFull: Design education Type: general Titles: – TitleFull: Practice What You Preach: Lecturers Learning About Design-Based Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Day, Indira N. Z. – PersonEntity: Name: NameFull: Assen, Hanneke J. H. E. – PersonEntity: Name: NameFull: Stevens, Tim M. – PersonEntity: Name: NameFull: Vermunt, Jan D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 07425627 Numbering: – Type: volume Value: 51 – Type: issue Value: 1 Titles: – TitleFull: Innovative Higher Education Type: main |
| ResultId | 1 |
