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Faculty First Steps: Supporting Faculty Development for the First Stages of Teaching in Canadian Colleges

dc.contributor.authorMitchell Hengen
dc.date.accessioned2024-09-11T02:25:49Z
dc.date.available2024-09-11T02:25:49Z
dc.date.issued2024-09-10
dc.description.abstractCanadian colleges play a crucial role in vocational training, helping to develop a skilled workforce. Many college instructors are hired for their subject matter expertise, tasked with equipping students with the knowledge and skills needed for their chosen careers. However, while new faculty are often selected based on their potential to effectively share their expertise, they may lack formal training in teaching methods. This paper explores the educational training and support, both formal and informal, that could be offered to help instructors strengthen their teaching practices. Additionally, it will address the challenges and barriers faced when implementing this type of training within post-secondary institutions.
dc.description.versionPeer Reviewed
dc.identifier.citationHengen, M. (2024). Faculty First Steps: Supporting Faculty Development for the First Stages of Teaching in Canadian Colleges. In MacDowell, P. (Ed.). Proceedings of the Educational Technology and Design (ETAD) Summer Institute, Saskatoon, Canada.
dc.identifier.urihttps://hdl.handle.net/10388/15994
dc.language.isoen
dc.publisherUniversity of Saskatchewan
dc.rightsAttribution-NonCommercial-NoDerivs 2.5 Canadaen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/
dc.subjectAdult Education, Faculty Development, Canadian Colleges, Teacher Training, Instructor Learning, Professional Learning, Vocational Education
dc.titleFaculty First Steps: Supporting Faculty Development for the First Stages of Teaching in Canadian Colleges
dc.typeConference Proceeding and Abstract

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