Research on University Teaching and Faculty Development: International Perspectives


Olga M. Alegre de la Rosa (Editor)
University of La Laguna, Spain

Series: University Teaching and Faculty Development
BISAC: EDU046000

The book Research on University Teaching and Faculty Development: International Perspectives contains twenty-five solid and powerful chapters treating research aspects that reflect current university issues in ten countries. The book has been written by 60 proficient educators and accredited researchers. They have explored university teaching and faculty development as a field of inquiry that uses qualitative and quantitative methodological approaches for studying almost forty university topics. These themes range from academic planning, accountability, and action research to change in teacher education.

The question of a relationship between university teaching and teacher induction is first introduced in the book to train future teachers with techniques and social elements that require a scientific rather than an artistic approach to reflective practices. Eight chapters inquire why some university campuses produce more/better collaborative teaching and change predisposition in higher education. The sort of attempt to discover activeness during teaching practice and to define the nature of the induction year may well provide a path to some basic understanding and offers tremendous research potential into the teaching profession.

The second section of the book regards faculty development as an enigma. Written throughout five chapters, it stresses expert-novice studies to make coherent sense out of experience within the faculty. The action research approach is a basic method to studying active teaching/assessment and, accordingly, to an understanding of the forces resulting in the internal consistency of the learning community’s styles and processes. A crucial point is the female perspective at the higher education level that has permeated the culture of justice.

The third part of the book contains six chapters of a quality nature. Governments and funding initiatives are focusing on the provision of university leadership development as a vehicle for renewing curriculum and quality assurance. The major beneficiaries of a well-run university change system in higher education are the students and graduates of any age, social and personal condition. New research on student assessment is unique among academic responsibilities in providing a direct linkage between learning activities and quality assurance, strategic decision-making processes. In this respect, how universities interpret inclusive education for students with developmental disabilities, and establishing structural relationships with society are important strategic matters to improve the functioning of the university’s organization.

Technology as an agent of university change is the fourth part of the book. It covers six chapters dealing with the impact of digital technology on traditional academic practices. Students’ navigating discourses seem appropriate to enhance university learning because they intersect knowledge, competencies, confidence, information, and communication. The present day routine of Web 2.0 instruments in university teaching includes the use of computer generation and storage, to create and disseminate artifacts of undergraduate and graduate students. (Imprint: Nova)


Table of Contents



Section A: Research on University Teaching and Teacher Induction

Chapter 1. Empowering Preservice Urban Teachers through Action Research
Sarah Huisman and Susan Catapano (Department of Education/Special Education, Fontbonne University, Saint Louis, Missouri, USA, and others)

Chapter 2. Investigating EFL Preservice Teachers’ Cognition through a Metaphor Analysis
Aly Anwar Amer (Department of Curriculum and Instruction, Tanta University, Tanta, Egypt)

Chapter 3. The Utilization of Syllabus Review in Higher Education in Taiwan
Chi Yuan Chen (Center of Teacher Education, Chinese Culture University, Taipei, Taiwan)

Chapter 4. Surviving and Thriving as a Social Justice Educator: A Developmental Perspective
Modesto Jesus Hevia (Harvard Medical School, Boston, MA, USA, and others)

Chapter 5. Educational Coordination in Teaching Experimental and Social Sciences: An Experience in an Undergraduate Pre-Primary Teacher Education Course
María Puig-Gutiérrez and Fátima Rodríguez-Marín (Department of Experimental and Social Science Education, Sevilla University, Sevilla, Spain)

Chapter 6. A Summative Evaluation of One Undergraduate Course in the University of Maryland’s General Education I-Series Initiative: The Case of EDCI 288W: Forbidden Books
Wayne H. Slater and James A. Groff (Department of Teaching and Learning, Policy and Leadership, University of Maryland, MD, USA)

Chapter 7. Developing Teaching Innovation as a Core Element in Initial University Teacher Training
María José Pérez and Sonia Oliver (Department of Didactics and Educational Organization, University of Barcelona (UB), Barcelona, Spain, and others)

Chapter 8. College Readiness Implications and Trend Analyses of Advancement via Individual Determination (AVID) Participation Based on Student Demographics and Texas Success Initiative (TSI) Scores
Jonelle J. Bailey (Sam Houston State University, Huntsville, TX, USA)

Section B: Faculty Development and School/University Collaborative Research

Chapter 9. The Professional Characteristics and Nature of Professional Development of Experts
Leah Shagrir (School for Continuing Studies and Professional Development at Levinsky College of Education, Tel Aviv, Israel)

Chapter 10. Service Learning as a Collaborative Pedagogy for Faculty Development through Action Research: Reimagining Teaching in Higher Education
Rosa M. Rodríguez-Izquierdo (Department of Education and Social Psychology, University Pablo de Olavide, Sevilla, Spain)

Chapter 11. A Partnership between the University and Schools Forming “A Learning Community” as a Professional Teacher Development Experience
Teresa Gómez-del-Castillo and Antonio Aguilera-Jiménez (Department of Education and Educational Organization, University of Seville, Seville, Spain, and others)

Chapter 12. Perspectives of Women Faculty in Counseling Psychology on Work and Family
Changming Duan, Chris Brown, Erika Blue, Leslie Jones, Keisha Love, Bobby Kizer, and Alyssa L. Tedder King (Department of Educational Psychology University of Kansas Lawrence, KS, USA, and others)

Chapter 13. Trends in the Training of University Professors: An Ethnographic Study in Six Portuguese Higher Education Institutions
E. Pupiales Rueda Bernarda (Department of Psychology, Universidad del Tolima, Colombia)

Section C: Research on University Change and Communities of Practice

Chapter 14. Student Success, Self-Efficacy, Degree Completion, Dropout, Attainment, and SWOT Analysis for the University of La Laguna Quality System
Olga M. Alegre de-la-Rosa and Luis M. Villar Angulo (Department of Didactics and Educational Research, University of La Laguna, Santa Cruz de Tenerife, Spain and others)

Chapter 15. The Scholarship of Educational Leadership in a South African Research-Intensive University Context: Strategic Engagement for Undergraduate and Graduate Degree Programme Renewal
Antoinette van der Merwe, Arnold Schoonwinkel and Harry T. Hubball (Division for Learning and Teaching Enhancement, Stellenbosch University, Stellenbosch, South Africa, and others)

Chapter 16. Strategic Approaches for Entrenching a Culture of Innovation in Teaching and Learning in a Research-Intensive University Context: Impact of the Scholarship of Educational Leadership
Hassan M. Selim and Harry T. Hubball (College of Business and Economics, UAEU Center for Excellence in Teaching and Learning, United Arab Emirates University, AlAin-Abu Dhabi, United Arab Emirates (UAEU), and others)

Chapter 17. Inclusive University for all People and Ages: Higher Education and Older Persons
Susana Agudo Prado, Alejandro Rodríguez-Martín, Emilio Álvarez-Arregui, Mª Dolores Díaz Noguera, and Pedro Román Graván (Department of Education Sciences, University of Oviedo, Oviedo, Spain, and others)

Chapter 18. Towards an Inclusive Culture of Family Diversity
Emilia Moreno, Asunción Moya and José A. Rodríguez-Mena (Department of Education, Huelva University, Huelva, Spain)

Chapter 19. The Application of the EBI Project in the University Context: A Case Study
Rosa M. Esteban Moreno and Isabel Solana Domínguez (The Autonomous University of Madrid, EBI Project Director, Santa María la Blanca School, Madrid, Spain)

Section D: Technology as an Agent of University Change

Chapter 20. Enhancing Preservice Teachers’ Digital Literacy Skills through the Making of Digital Documentaries
Erica C. Boling, Kenchetta Dudley and Kanika Sachdeva (Department of Learning and Teaching, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA)

Chapter 21. Virtual Learning Community for Professional Development in Higher Education: An International, Interdisciplinary and Intercultural Perspective
Mª Dolores Díaz Noguera, Pedro Román Graván, Alejandro Rodríguez-Martín, Emilio Álvarez-Arregui, Susana Agudo Prado, Adria María Figuereo-Matos, and Alicia I. Zanfrillo (Department of Didactics and School Organization, University of Seville, Seville, Spain, and others)

Chapter 22. You Hold the World: Harnessing the Power of Mobile Personal Learning Environments (mPLEs) in Next-Generation Teacher Education
Prudencia Gutiérrez-Esteban and Mar Camacho (Science Education Department, University of Extremadura, Badajoz, Spain, and others)

Chapter 23. The Video Workshop as a Strategy for Development of Inclusive Competences
José M. del Castillo-Olivares Barberán, Olga M. Alegre de la Rosa and Eduardo Negrín Torres (Department of Didactics and Educational Research
University of La Laguna, Spain, and others)

Chapter 24. Technopedagogical Models for Teacher Training in Higher Education
María Luz Cacheiro González (School of Education, Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain)

Chapter 25. Considerations for Implementing Computer-Supported Collaborative Learning in the University
Vania C. Álvarez Olivas and Ana García-Valcárcel Muños-Repiso (Universidad Autónoma de Chihuahua, Chihuahua, México, and others)

Editor’s Contact Information



“As a guide on how to do it, Research on University Teaching and Faculty Development-International Perspectives contains everything you need to know. Brimming with direct innovative teaching strategies anyone can use to overcome the key fears associated with teacher induction and university change.” –  Professor Daniel Mara, Ph.D., Vice Dean, Faculty of Social and Human Sciences, Department for Teacher Training, “Lucian Blaga” University of Sibiu Sibiu, Romania

“Powerful, practical and solid advice in Research on University Teaching and Faculty Development-International Perspectives. Apply the knowledge of educational leadership and you will feel much more comfortable empowering university teachers.” – Professor María Luisa Sevillano García, Ph.D., Didactics and School Organization, Universidad Nacional de Educación a Distancia, Madrid, Spain

“It’s rare to find such honest research conclusions and advice in such an accessible format. This Research on University Teaching and Faculty Development-International Perspectives will surely be a classroom classic.” –  Professor Julio Cabero Almenara, Didactics and School Organization, University of Seville, Spain, Director of SAV (Secretariat of Audiovisual Resources and New Technologies), Founding Member of Edutec

“Here’s a piece of tips, tactics, and approaches for empowering university faculty that just works. A fantastic book on Research on University Teaching and Faculty Development-International Perspectives.” –  Professor Ascensión Palomares Ruiz, Ph.D., Didactics and School Organization, University of Castilla-La Mancha, Spain

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