Du, Xiangyun, & Adrian Lundberg (2021, December). Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology. Studies In Educational Evaluation, 71(36), art. 101088. (doi: 10.1016/j.stueduc.2021.101088)
Abstract: To examine the long-term effects of pedagogical development, the study explored 56 Chinese university instructors’ viewpoints on their professional agency in implementing new pedagogical practices following a PBL program in Denmark. Q methodology was supplemented by a post-sorting survey and post-analysis interviews. An eight-factor solution emerged, indicating a high variation in participants’ subjective experiences of PBL implementation. Their perceived sources for agency enactment are both internal and external, crossing three phases in practice – readiness, implementation, and prospects. Despite suggesting positive long-term PD effects, the study also illustrates how university instructors’ agency enactment is constrained by contextual aspects, including a lack of surrounding acceptance and support. Practical implementations how PD programs may support long-term teacher learning through agency development are provided.
Xiangyun Du <email@example.com> is in the Education Research Center, College of Education, Qatar University, Doha, Qatar. Adrian Lundberg <firstname.lastname@example.org> is in the Department of School Development and Leadership, Malmö University, Malmö, Sweden.
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