University teachers’ professional learning for academic development: Q methodology research

ABSTRACT

This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university’s overall strategy. This study explored 30 university teachers’ perspectives on the sources that best supported their professional learning from this long-term PD program. Q methodology research was adopted to collect and analyze data qualitatively and quantitatively. A three-dimensional theoretical framework addressing individual characteristics, choice of actions, and interactions with the environment was used to generate the data collection tool. Q factor analysis yielded four diverse viewpoints as follows: 1) applying newly-learned pedagogical knowledge and skills to prac- tice, 2) being provided supportive environmental conditions, 3) developing new pedagogical beliefs, and 4) taking agentic actions. The implications of this study emphasized institutional systemic and systematic supports as essential for long-term success of academic development.

KEYWORDS:

• University teachers
• professional learning for academic development
• complex dynamic system
• Q methodology
• Qatar

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Qatar University Internal Grant [QUCP-CED-2021-1].

Notes on contributors

Xiangyun Du

Xiangyun Du, Ph.D. is a Professor at the College of Education, Qatar University, and a Professor at Aalborg University UNESCO Center for Problem and Project Based Learning, Denmark. Her main research interests include pedagogical development, particularly, problem-based and project-based learning methods in fields ranging from engineering, medicine and health, foreign languages and teacher education, to diverse social, cultural and educational contexts. She has also engaged with educational institutions in over 20 countries in substantial work on pedagogy and curricula development. Dr. Du has over 170 relevant international publications including monographs, international journal papers, edited books and book chapters, as well as conference contributions. She has also been actively involved in a number of international academic programs, networks, and editorial works for journals.

Youmen Chaaban

Youmen Chaaban, Ph.D. is a Research Associate Professor at the Educational Research Center, at the College of Education, Qatar University. Her research interests include teacher professional development, professional agency, and teacher leadership. Dr. Chaaban has several research publications in international journals, including original research conducted in Lebanon and Qatar. She has also been actively involved in a number of teacher education programs and professional development programs, where she has held the positions of dean, head of department, curriculum coordinator, and educational consultant.

Hessa Al-Thani

Hessa Al-Thani, Ph.D. is Dean of the College of Education, Qatar University. Al-Thani’s research focuses on character education, students’ motivation in learning and civic engagement. Al-Thani’s research on student’s achievement and civic engagement was presented at the Comparative and International Education Society in 2019 in San Francisco, California. At Qatar University, Al-Thani is involved in developing new approaches in teaching and learning and is mentoring QU faculty to improve on their teaching. Al-Thani has an extensive experience in the field of research and education in Qatar, having worked as a research assistant for RAND Qatar in 2005. Al-Thani graduated in 2017 from Teachers College at Columbia University earning a PhD degree in Educational Policy and Social Analysis.

Adrian Lundberg

Adrian Lundberg is currently employed as a senior lecturer at the Department of School Development and Leadership (SOL) and also at the Centre for Teaching and Learning (AKL) at Malmö University, Sweden. He has become an expert in Q methodology to investigate stakeholders’ subjective viewpoints about educational issues at the crossroads of multilingualism, equity and policy. In addition to his experience as a pre- and in-service teacher educator, mainly in the area of language education, Adrian has worked as an educational developer in Switzerland and Sweden.