The Professional Development of Faculty Members Involved in Teacher Education: Patterns and Directions

• In Event: Context-Based Faculty Development

Abstract

The research identifies patterns of activity in the professional development of the faculty members in a college of education. A narrative research methodology was selected, and semi-structured in-depth personal interviews were held. Two clear patterns of work emerge: a pattern of action that contributes to the professional advancement, and a pattern of action that contributes to the personal growth. The conclusions that can be drawn from the research demonstrate directions and practical and applicable recommendations for encouraging and increasing faculty members' academic activity. The conclusions relate to three aspects: the faculty member as an individual, the faculty as a community of colleagues, and the higher education institution.

Author

• Leah Shagrir, Levinsky College of Education