Qualitative Analysis of Written Reflections during a Teaching Certificate Program

Ashley N. Castleberry; Nalin Payakachat; Sarah Ashby; Amanda Nolen; Martha Carle; Kathryn K. Neill; Amy M. Franks

doi:10.5688/ajpe80110

Qualitative Analysis of Written Reflections during a Teaching Certificate Program

American Journal of Pharmaceutical Education ◽

10.5688/ajpe80110 ◽

2016 ◽

Vol 80 (1) ◽

pp. 10 ◽

Cited By ~ 9

Author(s):

Ashley N. Castleberry ◽

Nalin Payakachat ◽

Sarah Ashby ◽

Amanda Nolen ◽

Martha Carle ◽

...

Keyword(s):

Qualitative Analysis ◽

Certificate Program

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Exploring the impact of a task-based faculty development certificate program.

Collected Essays on Learning and Teaching ◽

10.22329/celt.v13i0.6008 ◽

2020 ◽

Vol 13 ◽

pp. 131-139

Author(s):

Diane Salter ◽

Shannon Rushe

Keyword(s):

Faculty Development ◽

Qualitative Analysis ◽

Quantitative Data ◽

Behavioural Change ◽

Development Programs ◽

Approaches To Teaching ◽

Certificate Program ◽

Learner Centered ◽

Teaching Faculty ◽

The Impact

Faculty Development programs aim to improve the knowledge, attitudes and behaviours of teaching faculty with the goal of enhancing the student learning environment. This article describes a two-year research project that explored the impact of a task-based faculty development certificate program. Attitudinal and behavioural changes were assessed by using both quantitative and qualitative measures. Participants’ approaches to teaching were measured by administration of an established pre- and post-participation inventory to provide quantitative data; qualitative analysis was conducted in a review of the written post-session tasks and reflection papers. Results suggest that participation in this certificate contributed to attitudinal and behavioural change with a shift from teacher focused/content-based approaches towards student focused/learner centered approaches to teaching. Les programmes de perfectionnement du corps professoral visent à améliorer la connaissance, l’attitude et le comportement des enseignants de manière à fournir aux étudiants un meilleur milieu d’apprentissage. Dans cet article, nous présentons un projet de recherche qui a duré deux ans et qui portait sur l’incidence d’un programme de certificat en perfectionnement du corps professoral axé sur les tâches. On évaluait les changements dans l’attitude et dans le comportement au moyen d’outils quantitatifs et qualitatifs. On prenait la mesure des approches enseignantes des participants au moyen de relevés an amont et en aval de la participation de manière à recueillir des données quantitatives. Quant à l’analyse qualitative, elle provenait du matériel écrit, soit les tâches d’après-séance et les travaux réflexifs. Les résultats indiquent que la participation à ce programme de certificat a engendré des changements dans l’attitude et le comportement des professeurs, lesquels sont passés d’une approche axée sur l’enseignant et le contenu à une approche axée sur l’étudiant ou l’apprenant.

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