Keywords
training practices and models
faculty participation
How to Cite
Abstract
The aim of this study was to explore, describe and interpret practices and models of training and faculty development in private higher education institutions (HEIs) in Puerto Rico. This study had a phenomenological design and involved three higher education institutions. Persons in charge of faculty development from the participating institutions were interviewed. Institutional documents were also reviewed as data collection strategies. The interviews were transcribed and later corroborated with the participants. Triangulation analysis was performed to review the interviews, the institutional documents and the literature. The findings of this study highlight the faculty training practices, the absence of faculty development models, the meaning ascribed to the training process, the participation of faculty in the planning and the training activities, institutional structures that support these activities, and the effectiveness of training activities.
How to cite:
Arbona-Caballero, M. (2012). Prácticas y modelos de capacitación y desarrollo de facultad en instituciones de educación superior privadas en Puerto Rico. Cuaderno de Investigación en la Educación, 27, 75-92. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13560
References
Ander-Egg, E. (2005). Debates y propuestas sobre la problemática educativa: Algunas reflexiones sobre los retos del futuro inmediato. Argentina: Homo Sapiens Ediciones.
Baldwin, R. G. & Chang, D. A. (2006, otoño). Reinforcing our "Keystone" Faculty: Strategies to support faculty in the middle years of academic life. Liberal Education, 92(4), 28-35.
Brancato, V. (2003). Professional development in higher education. New Directions for Adult and Continuing Education, 98, 59-65.
Burnstad, H. M. (2002). Part-time faculty development at Johnson County Community College. New Directions for Community Colleges, 120, 17-25.
Cáceres, M., Lara, L., Iglesias, M., García, R., Bravo, G., Cañedo, C. & Valdés, O. (2003). La formación pedagógica de los profesores universitarios. Una propuesta en el proceso de profesionalización del docente. Revista Iberoamericana de Educación, 33. Recuperado de http://www.rieoei.org/deloslectores/475Caceres.pdf
Centra, J. A. (1976). Faculty development practices in U.S. colleges and universities, (ERIC Document ED 141382).
Concepción, A. (1999). Modelo integral de desarrollo de docentes universitarios. (Disertación doctoral inédita). Universidad de Puerto Rico, San Juan, Puerto Rico.
Cowan, J., George, J. W. & Pinheiro-Torres, A. (2004). Alignment of developments in higher education. Higher Education, 48(4), 439- 459.
Creswell, J. W. (2007). Qualitative inquiry & research design, choosing among five approaches. Thousand Oaks, California: SAGE Publications.
Delgado, A. M. (1983). A survey and analysis of Puerto Rico accredited institutions of higher education personnel perceptions of faculty development practices and beliefs with a view to identifying some critical needs. (Disertación doctoral inédita). Disponible en la base de datos ProQuest Dissertations and Thesis.
Díaz, V., Garrett, P. B., Kinley, E. R., Moore, J. R., Schwartz, C. M. & Kohrman, P. (2009, mayo-junio). Faculty development for the 21st century. EDUCAUSE Review, 47-55.
Erickson, G. (1986). A survey of faculty development practices. To Improve the Academy, 5. 182-196.
Feist, L. (2003). Removing barriers to professional development. T.H.E. Journal, 30(11), 30-36. Recuperado de www.thejournal.com
Frantz, A. C., Beebe, S. A., Horvath, V. S., Canales, J. & Swee, D. E. (2005). The roles of teaching and learning centers. To Improve the Academy, 23, pp. 72-90.
Gillespie, K. H. (Ed.). (2002). A guide to faculty development: Practical advice, examples, and. resources. Bolton, Massachusetts: Anker Publishing Company.
Hernández, R., Fernández, C. & Baptista, P. (2006). Metodología de la investigación. México, D.F: McGraw-Hill Interamericana.
Kemp, P. R. & O‘Keefe, R. D. (2003). Improving teaching effectiveness: Some examples from a program for the enhancement of teaching. College Teaching, 51(3), 111-114.
Knotts, G., Henderson, L., Davidson, R. A. & Swain, J. D. (2009). The search for authentic practice across the disciplinary divide. College Teaching, 57(4), 188-196.
Lichtman, M. (2006). Qualitative research in education: A user‘s guide. Thousand Oaks, California: SAGE Publications.
Lindman, J. M. & Tahamont, M. (2006). Transforming selves, transforming courses: Faculty and staff development and the construction of interdisciplinary diversity courses. Innovative Higher Education, 30(4), 289-304.
Lucca, N. & Berríos, R. (2009). Investigación cualitativa: Fundamentos, diseños y estrategias. Cataño, Puerto Rico: Ediciones SM.
Ludwig, M. & Taymans, J. (2005). Teaming: Constructing high quality faculty development in PT3 Project. Journal of Technology and Teacher Education, 13(3), 357-372.
Lynd-Balta, E., Erklenz-Watts, M., Freeman, C. & Westbay, T. D. (2006). Professional development using an interdisciplinary learning circle. Journal of College Science Teaching, 35(4), 18-24.
Marx, S. (2005). Improving faculty use of technology in a small campus community. T.H.E. Journal, 32(6), 21-23. Recuperado de http://www.thejournal.com
Merriam, S. B. and Associates. (2002). Qualitative research in practice. San Francisco, California: Jossey-Bass.
Middle States Commision on Higher Education. (2009). Characteristics of excellence in higher education. Recuperado de http://www. msche.org/publications/CHX06_Aug08REVMarch09.pdf
Peña, J. (2003). Desarrollo profesional del docente universitario. Monografías virtuales OEI, 3. Recuperado de http://www.oei.es/ valores2/monografias/monografia03/reflexion03.htm
Perales, M. J., Sánchez, P. & Chiva, I. (2002). El "curso de iniciación a la docencia universitaria" como experiencia de formación de profesores universitarios noveles en la Universidad de Valencia. Un sistema de evaluación. RELIEVE, 8(1), 49-69. Recuperado de http://www.uv.es/RELIEVE/v8n/RELIEVEv8n1_4.htm
Professional and Organizational Development Network in Higher Education [POD]. (2009). Recuperado de http://www.podnet- work.org/faculty_development/definitions.htm
Rouseff-Baker, F. (2002). Leading change through faculty development. New Directions for Community Colleges, 120, 35-42.
Sorcinelli M. D., Austin A. E., Eddy P. L. & Beach, A. L. (2006). Creating the future of faculty development. Bolton, Massachusetts: Anker Publishing Company.
Strom-Gottfried, K. & Dunlap, K. M. (2004). Assimilating adjunts: Strategies for orienting contract faculty. Journal of Social Work Education, 40(3), 445-452.
Yun, J. H. & Sorcinelli, M. D. (2009). When mentoring is the medium: Lessons learned from a faculty development initiative. To Improve the Academy, 27, 365-384.
The contents published in the Puerto Rico Journal of Education is freely distributed under open access practices, in accordance with the Creative Commons license, Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). Through these principles, the journal and its authors allow readers to access, reproduce and share articles in full text. Users should give credit to authors in a reasonable way without suggesting they have their support. Under no circumstances, readers may make use of the contents for commercial purposes. The authors retain copyright on their works.