Article presents an analysis of the didactic aspects of the professional development pro-
gram created for university teachers from faculties in healthcare field. The program was
created and implemented in 2018 as an integral part of the Erasmus+ project ReFEEHS. In
this article we provide an evaluative review from the perspective of its creators and imple-
menters, whereas classroom-level factors developed within the Dynamic model of educa-
tional effectivenes were used as a framework for the analysis. The aims of this analysis was
to identify characteristics of the program for university teachers according to this model,
to offer insights that could be used for development of similar educational programs, and
to understand the scope and limitations of this approach to program evaluations. Results
of our analisis showed that various qualities and didactical aspects of our program could
be identified using Dynamic model, that numerous activities we conducted are in line
with... this model’s recommendations while certain aspects of program could be improved,
and that this approach to evaluation has strong points, but also some important limita-
tions. Finally, implications of our findings are presented regarding teacher professional
development and its importance for improvement the quality of education.
Keywords:
teachers’ professional development / university teachers / higher education didactics / program evaluation / dynamic model of educational effectiveness
Source:
Quality of education: global development goals and local strategies, 2019, 117-133
Publisher:
Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia
Institute for pedagogy and andragogy Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium
TY - CHAP
AU - Milin, Vladeta
AU - Stančić, Milan
AU - Radulović, Lidija R.
PY - 2019
UR - http://reff.f.bg.ac.rs/handle/123456789/3574
AB - Article presents an analysis of the didactic aspects of the professional development pro-
gram created for university teachers from faculties in healthcare field. The program was
created and implemented in 2018 as an integral part of the Erasmus+ project ReFEEHS. In
this article we provide an evaluative review from the perspective of its creators and imple-
menters, whereas classroom-level factors developed within the Dynamic model of educa-
tional effectivenes were used as a framework for the analysis. The aims of this analysis was
to identify characteristics of the program for university teachers according to this model,
to offer insights that could be used for development of similar educational programs, and
to understand the scope and limitations of this approach to program evaluations. Results
of our analisis showed that various qualities and didactical aspects of our program could
be identified using Dynamic model, that numerous activities we conducted are in line
with this model’s recommendations while certain aspects of program could be improved,
and that this approach to evaluation has strong points, but also some important limita-
tions. Finally, implications of our findings are presented regarding teacher professional
development and its importance for improvement the quality of education.
PB - Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia
PB - Institute for pedagogy and andragogy Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium
T2 - Quality of education: global development goals and local strategies
T1 - Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies
EP - 133
SP - 117
UR - https://hdl.handle.net/21.15107/rcub_reff_3574
ER -
@inbook{
author = "Milin, Vladeta and Stančić, Milan and Radulović, Lidija R.",
year = "2019",
abstract = "Article presents an analysis of the didactic aspects of the professional development pro-
gram created for university teachers from faculties in healthcare field. The program was
created and implemented in 2018 as an integral part of the Erasmus+ project ReFEEHS. In
this article we provide an evaluative review from the perspective of its creators and imple-
menters, whereas classroom-level factors developed within the Dynamic model of educa-
tional effectivenes were used as a framework for the analysis. The aims of this analysis was
to identify characteristics of the program for university teachers according to this model,
to offer insights that could be used for development of similar educational programs, and
to understand the scope and limitations of this approach to program evaluations. Results
of our analisis showed that various qualities and didactical aspects of our program could
be identified using Dynamic model, that numerous activities we conducted are in line
with this model’s recommendations while certain aspects of program could be improved,
and that this approach to evaluation has strong points, but also some important limita-
tions. Finally, implications of our findings are presented regarding teacher professional
development and its importance for improvement the quality of education.",
publisher = "Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia, Institute for pedagogy and andragogy Department of Social Work and Social Pedagogy Centre for Innovation in the Early Years Ghent University, Belgium",
journal = "Quality of education: global development goals and local strategies",
booktitle = "Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies",
pages = "133-117",
url = "https://hdl.handle.net/21.15107/rcub_reff_3574"
}
Milin, V., Stančić, M.,& Radulović, L. R.. (2019). Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies. in Quality of education: global development goals and local strategies
Institute for Pedagogy and Andragogy Faculty of Philosophy, University of Belgrade, Serbia., 117-133.
https://hdl.handle.net/21.15107/rcub_reff_3574
Milin V, Stančić M, Radulović LR. Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies. in Quality of education: global development goals and local strategies. 2019;:117-133.
https://hdl.handle.net/21.15107/rcub_reff_3574 .
Milin, Vladeta, Stančić, Milan, Radulović, Lidija R., "Didactic Aspects of the Professional Development Program – Case Study of the Program for Improvement of University Teachers’ Competencies" in Quality of education: global development goals and local strategies (2019):117-133,
https://hdl.handle.net/21.15107/rcub_reff_3574 .
