Professional development of teachers: analysis of the components of development at present
DOI:
https://doi.org/10.35290/rcui.v9n2.2022.527Keywords:
teachers, skills development, vocational training, apprentices, design, scientific researchersAbstract
The purpose of this study was to present a systematic review for a comprehensive understanding of teacher professional development in higher education. The focus of professional development for members of higher education is to ensure the use of pedagogically sound technology in the classroom. The research identified 34 articles from a systematic literature search. As part of the results, three postures that faculty members can adopt to promote professional development were revealed, as they were: learner, designer, and as a researcher. These results can help inform stakeholders and policy makers about key markers of professional development based on empirical evidence to promote sustainable and scalable educational change.
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