TY - BOOK

T1 - Reflection

T2 - A means to faculty engagement in meaningful continuing professional development

AU - Efu, Ifeatu

PY - 2021

Y1 - 2021

N2 - This study sought to understand reflection as a means to faculty engagementin continuing professional development (CPD) by examining faculty perceptionsabout reflection; reflection as a tool to facilitate responsibility and participationin professional development (PD) activities; the extent faculty members reflecton their PD needs; and how they identify PD initiatives that aim to enhance theirprofessional growth. To examine these questions, a mixed method study wasundertaken with faculty members in a Canadian higher education institution(HEI). Drawing on data from a questionnaire and semi-structured interviews,the extent to which faculty members use reflection as a tool to engage in CPDwas revealed. Though faculty members believe that reflection can help informtheir practice and professional growth, it is used minimally to inform CPD dueto the issues of time and workload, and the types of PDA supported by thecollege. To promote reflection among faculty members, time for reflection andtraining on how to engage in critical reflection is necessary. This can only beachieved within a reflective space and environment of trust, especially betweenfaculty members and management in HEIs. With limited research examininghow faculty members can identify relevant and meaningful CPD, this studyprovides a basis for the use of reflection as a means for them to make deliberateand systematic attempts to reflect on their practice. Through reflection, facultymembers generate information and knowledge that helps them make meaningof their actions and experiences, and from which learning through meaningfulCPD can continue.

AB - This study sought to understand reflection as a means to faculty engagementin continuing professional development (CPD) by examining faculty perceptionsabout reflection; reflection as a tool to facilitate responsibility and participationin professional development (PD) activities; the extent faculty members reflecton their PD needs; and how they identify PD initiatives that aim to enhance theirprofessional growth. To examine these questions, a mixed method study wasundertaken with faculty members in a Canadian higher education institution(HEI). Drawing on data from a questionnaire and semi-structured interviews,the extent to which faculty members use reflection as a tool to engage in CPDwas revealed. Though faculty members believe that reflection can help informtheir practice and professional growth, it is used minimally to inform CPD dueto the issues of time and workload, and the types of PDA supported by thecollege. To promote reflection among faculty members, time for reflection andtraining on how to engage in critical reflection is necessary. This can only beachieved within a reflective space and environment of trust, especially betweenfaculty members and management in HEIs. With limited research examininghow faculty members can identify relevant and meaningful CPD, this studyprovides a basis for the use of reflection as a means for them to make deliberateand systematic attempts to reflect on their practice. Through reflection, facultymembers generate information and knowledge that helps them make meaningof their actions and experiences, and from which learning through meaningfulCPD can continue.

U2 - 10.17635/lancaster/thesis/1216

DO - 10.17635/lancaster/thesis/1216

M3 - Doctoral Thesis

PB - Lancaster University

ER -