Year: 2021
Type: article
Abstract: The paper utilizes the fundamental components of social capital theory. It assesses a hypothesis that higher levels of social capital result in benefits for professional development of pedagogy in higher education institutions' faculty. A year-long study was conducted that offered faculty training in increasing critical thinking skills in teaching. The research explored the benefits to faculty when learning alongside colleagues in the higher education institute. Qualitative methods were used to analyze pre-and post-surveys, focus groups, descriptions of lesson plans, and real-time observations. Findings focused on the power of collegial collaboration and peer reviews, the lack of pedagogical knowledge, and the need for time, interest, and accountability.
Authors: Jeanne Hager Burth, Melissa J. Marks
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3214192144