Speakers
Abstract section 2: Contribution/research questions
The research aims to answer three research questions: (1) the overall attitude and perceptions towards CPD sessions, (2) the effect of CPD sessions on teachers’ sense of teacher and academic identity, and (3) the impact on their sense of belonging and community.
Abstract section 1: Relevance
Continuous professional development (CPD) is often overlooked and often delivered by the wider faculty, which has no relevance to the department or to the individual teachers, thus leading to little to no impact professionally or in the classroom (Mercer & Pawlak 2024). Additionally, research also highlights that there is a lack of professional development opportunity for academics to engage in research-based CPD in-house i.e., departmentally as focus is often on teaching-practice (Chen, 2015). However, not much is known about the impact of in-house CPD; therefore, this research aims to address these issues by analysing the effect of in-house CPD sessions.
Abstract section 5: References
Chen, C. Y. (2015). A study showing research has been valued over teaching in higher education. Journal of the Scholarship of Teaching and Learning, 15(3), 15-32.
Germain, B. (2024). Limited-Term Contracts and Foreign Language Teachers’ Integration into Japanese Institutions. Proceedings of The Korea TESOL International Conference April 29-30, 2023 (pp 231-243); Seoul, Korea & Online. https://koreatesol.org/sites/default/files/pdf_publications/KOTESOL.Proceedings.2023.pdf
Mercer, S., & Pawlak, M. (2024). Language teacher professional curiosity: Understanding the drive for professional development. Studies in Second Language Learning and Teaching, 14(3), 393–420. https://doi.org/10.14746/ssllt.39293
Abstract section 4: Outcomes/results
The overall attitude towards CPD was positive but relevance and workload were a prevalent issue. Sessions had a stronger impact on academic-identity than on teacher-identity. Some educators reported inability to see classroom impact of CPD sessions but better understanding of research practice and procedures. Educators reported a temporal sense of belonging during the sessions but that may not always translate into a wider sense of belonging within the department. Additionally, being unable to regularly participate in sessions contributed to issues with unbelonging. The findings indicate further need for better policies regarding CPD and the burden placed on teachers.
Abstract section 3: Content/method
The research applied a qualitative approach employing purposive and convenience sampling to recruit participants. 17 university educators were contacted to participate in this study, and the research adopts a triangulation approach of the CPD coordinator’s notes, questionnaires, and participants' interviews.
| Title | Perceptions and Attitudes Towards Professional Development |
|---|---|
| Commercial Promotion | No |
| Language | English |
| Teaching Context | College and university education |