A Faculty Development Program Designed for Transformation of Teaching Perspectives

Abstract

This project presents an educational context in which previous faculty development had failed to lead to consistent use of learner-focused teaching practices. I chose to explore the literature in transformative learning theory and professional development in higher education in order to inform the design of a longitudinal faculty development program that would result in a transformation of teaching perspectives amongst participant medical faculty and the cultivation of a community of practice with a focus on education. After a review of the relevant literature, this project will describe the curriculum for the program, detailing the rationale for the choices made in its development. Finally, I will propose a plan to evaluate the program in order to demonstrate a change in teaching perspective that is exhibited by a change in teaching practices.