چکیده:
The purpose of this study was to design a model for faculty development (FD) at the University of Tehran. A mixed exploratory research method was used. In the qualitative phase, semi-structured interviews were employed and in the quantitative phase, a descriptive- analytical method was explored. The results of the qualitative phase showed that the FD has five main components including instruction, research, specialized services, personal, and organizational development and 30 indicators. The results of quantitative phase showed that from the perspective of faculty members, the overall FD at the University of Tehran is above average and relatively favorable but the status of its two components, the development of specialized services and organizational development, are below the average.
خلاصه ماشینی:
The results of the qualitative part showed that faculty development consists of five main components including teaching, research, professional services, individual, and organizational, and has 30 indicators.
Today, faculty development has become a necessity for their professional growth (Drummond-Young, 2010; Linton & Brown, Lunyk-Child, Maich, Mines); consequently, a comprehensive and flexible framework regarding academic activities is needed, in a way that includes both personal and professional aspects and assists faculty members who are searching for ways to achieve their professional development (Bredeson, 2002).
In fact, faculty development is an educational process or professional retraining that faculty members are committed to implementing (Van Wyk & Mclean, Cilliers); this process includes a spectrum of activities that institutions undertake to update the knowledge and skills of their faculty members, assist them in fulfilling their roles, and also facilitate the entry of new professors (Irby & Wilkerson, 1998).
In another definition, the term faculty development refers to programs or activities 9 aimed at improving the skills, attitudes, or knowledge of the scientific staff of higher education institutions through their professional growth (Lycke).
Based on the analyses performed and the results of content coding of the interviews, a total of seven categories were identified as the main elements of instructional development for faculty members at the University of Tehran, which are: classroom management skills, being a role model, student communication skills, mastery of content, mastery of teaching methods, evaluation skills, and familiarity with instructional technologies.
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