Faculty Development in Developing Countries: Improving Teaching Quality in Higher Education

Description

Learner-centered approaches to teaching, such as small group discussions, debates, role plays and project-based assignments, help students develop critical thinking, creativity and problem-solving skills. However, more traditional lecture-based approaches still predominate in classrooms in higher education institutions around the world. Faculty development programs can support faculty members to adopt new teaching methods, even in situations where they face significant challenges due to lack of resources, on-going conflict, political upheaval, or the legacy of colonialism in their educational systems. This volume presents research and practice on faculty development for improving teaching in developing countries. Based on the concept that "we teach as we were taught," the case studies in this volume describe ways to organize professional development to help higher education faculty members shift from lecture-based to active learning teaching for students who will become the next generation of teachers, practitioners, professionals and policymakers in their respective countries. Cover Title Copyright Contents Preface Acknowledgments PART I Overview of Active Learning and Faculty Development 1 Faculty Development in Developing Countries: Introduction and Overview 2 Advancing Active Learning Globally: Best Practices in Faculty Development PART II Case Studies of Faculty Development Programs 3 Faculty Development for Education in Emergencies: A University-NGO Partnership in Kenya 4 Learning About Teaching: A Collaborative Research Exploration of Learner-Centered Pedagogy in Tanzania 5 Faculty Development for Teacher Education in Afghanistan 6 Transforming Teaching Toward Student-Centered Learning: Faculty Development at Yunnan University, China 7 Placing the Curriculum at the Heart of the Process: Fostering Student-Centered Pedagogy in Rwanda PART III Recommendations 8 Lessons Learned: Content, Technologies, and Processes for Faculty Development of Teaching 9 A Framework for Understanding and Gauging Faculty Change and Evolution in Teaching Contributors Index