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Teacher Professional Learning and Development in the Context of Educational Innovations in Higher Education: A Typology of Practices

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Title: Teacher Professional Learning and Development in the Context of Educational Innovations in Higher Education: A Typology of Practices
Language: English
Authors: Tim M. Stevens (ORCID 0000-0002-6315-7633), Indira N. Z. Day (ORCID 0000-0002-5511-1061), Perry J. den Brok (ORCID 0000-0002-4945-763X), Frans J. Prins (ORCID 0000-0002-7898-2978), Hanneke J. H. E. Assen (ORCID 0000-0002-4561-8221), Marlies ter Beek (ORCID 0000-0002-8021-0109), Gunter Bombaerts (ORCID 0000-0002-8006-1617), Remco Coppoolse, Petra H. M. Cremers (ORCID 0000-0002-8083-0850), Rik Engbers (ORCID 0000-0002-9170-7671), Madeleine Hulsen (ORCID 0000-0001-6601-4745), Rachelle J. A. Kamp (ORCID 0000-0001-9082-6970), Jur J. Koksma (ORCID 0000-0002-4682-1758), Kariene Mittendorff, Jan Riezebos (ORCID 0000-0002-3088-5300), Roeland M. van der Rijst (ORCID 0000-0002-6749-8283), Margje W. J. van de Wiel (ORCID 0000-0002-0785-7205), Jan D. Vermunt (ORCID 0000-0001-9110-4769)
Source: Higher Education Research and Development. 2024 43(2):437-454.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Professional Development, Educational Innovation, Higher Education, Expertise, Teacher Improvement, Foreign Countries, College Faculty
Geographic Terms: Netherlands
DOI: 10.1080/07294360.2023.2246412
ISSN: 0729-4360
1469-8366
Abstract: Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by descriptive, single case studies and lacks a common framework to relate research findings. To address this shortcoming, this study collected and compared a wide variety of cases to develop a typology of practices. The results showed that educational innovations and teacher PLD were typically configured in three ways: (1) the focus is on implementing a new form of education and teacher learning is used as a means to this end, (2) the focus is on teachers' professional learning and the educational innovations are spin-offs, and (3) the focus is on stimulating innovations and teacher learning is a side-effect. These types of configurations differed regarding the educational innovation, required teacher expertise, professional development initiatives, teacher learning, and outcome measures. The typology serves as a framework that may help to reflect on practices, bridge disciplines, and formulate hypotheses for future research.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413485
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Tim+M%2E+Stevens%22">Tim M. Stevens</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6315-7633">0000-0002-6315-7633</externalLink>)<br /><searchLink fieldCode="AR" term="%22Indira+N%2E+Z%2E+Day%22">Indira N. Z. Day</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5511-1061">0000-0002-5511-1061</externalLink>)<br /><searchLink fieldCode="AR" term="%22Perry+J%2E+den+Brok%22">Perry J. den Brok</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4945-763X">0000-0002-4945-763X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frans+J%2E+Prins%22">Frans J. Prins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7898-2978">0000-0002-7898-2978</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hanneke+J%2E+H%2E+E%2E+Assen%22">Hanneke J. H. E. Assen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4561-8221">0000-0002-4561-8221</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marlies+ter+Beek%22">Marlies ter Beek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8021-0109">0000-0002-8021-0109</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gunter+Bombaerts%22">Gunter Bombaerts</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8006-1617">0000-0002-8006-1617</externalLink>)<br /><searchLink fieldCode="AR" term="%22Remco+Coppoolse%22">Remco Coppoolse</searchLink><br /><searchLink fieldCode="AR" term="%22Petra+H%2E+M%2E+Cremers%22">Petra H. M. Cremers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8083-0850">0000-0002-8083-0850</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rik+Engbers%22">Rik Engbers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9170-7671">0000-0002-9170-7671</externalLink>)<br /><searchLink fieldCode="AR" term="%22Madeleine+Hulsen%22">Madeleine Hulsen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6601-4745">0000-0001-6601-4745</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachelle+J%2E+A%2E+Kamp%22">Rachelle J. A. Kamp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9082-6970">0000-0001-9082-6970</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jur+J%2E+Koksma%22">Jur J. Koksma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4682-1758">0000-0002-4682-1758</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kariene+Mittendorff%22">Kariene Mittendorff</searchLink><br /><searchLink fieldCode="AR" term="%22Jan+Riezebos%22">Jan Riezebos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3088-5300">0000-0002-3088-5300</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roeland+M%2E+van+der+Rijst%22">Roeland M. van der Rijst</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6749-8283">0000-0002-6749-8283</externalLink>)<br /><searchLink fieldCode="AR" term="%22Margje+W%2E+J%2E+van+de+Wiel%22">Margje W. J. van de Wiel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0785-7205">0000-0002-0785-7205</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jan+D%2E+Vermunt%22">Jan D. Vermunt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9110-4769">0000-0001-9110-4769</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 18
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  Data: 10.1080/07294360.2023.2246412
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  Data: 0729-4360<br />1469-8366
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  Data: Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by descriptive, single case studies and lacks a common framework to relate research findings. To address this shortcoming, this study collected and compared a wide variety of cases to develop a typology of practices. The results showed that educational innovations and teacher PLD were typically configured in three ways: (1) the focus is on implementing a new form of education and teacher learning is used as a means to this end, (2) the focus is on teachers' professional learning and the educational innovations are spin-offs, and (3) the focus is on stimulating innovations and teacher learning is a side-effect. These types of configurations differed regarding the educational innovation, required teacher expertise, professional development initiatives, teacher learning, and outcome measures. The typology serves as a framework that may help to reflect on practices, bridge disciplines, and formulate hypotheses for future research.
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