Team-Based Professional Development Interventions in Higher Education: A Systematic Review

Inken Gast; Kim Schildkamp; Jan T. van der Veen

doi:10.3102/0034654317704306

Team-Based Professional Development Interventions in Higher Education: A Systematic Review

Inken Gast^*, Kim Schildkamp, Jan T. van der Veen

^*Corresponding author for this work

Educational Research and Development

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

Original language	English
Pages (from-to)	736-767
Number of pages	22
Journal	Review of Educational Research
Volume	87
Issue number	4
DOIs	https://doi.org/10.3102/0034654317704306
Publication status	Published - Aug 2017

Keywords

professional development
higher education
team teaching
professional community
TEACHING PRACTICE
TEACHERS BELIEFS
COMMUNITY
COLLABORATION
OPPORTUNITIES
TECHNOLOGY
EVOLUTION

Access to Document

10.3102/0034654317704306Licence: CC BY

Cite this

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title = "Team-Based Professional Development Interventions in Higher Education: A Systematic Review",

abstract = "Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.",

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author = "Inken Gast and Kim Schildkamp and {van der Veen}, {Jan T.}",

note = "Data available upon request to Inken Gast (Masstricht University) & Jan T. van der Veen (University of Twente)",

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KW - COMMUNITY

KW - COLLABORATION

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KW - EVOLUTION

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