Description
Throughout the unit, I have learned about pedagogical frameworks, the principle of constructive alignment, and the history of higher education. It has been a particularly intense period of work, with unit leading cross-course units in blocks 1 and 2 and writing a book for a publisher.
Feelings
While this unit has stirred further interest in academic practice, the workload, on top of two full-time jobs and an ongoing injury, has made it difficult for me to immerse myself fully. I feel supported by the teaching team and my tutor during this time and am grateful for their help.
Evaluation
I enjoyed the challenge of reading literature from different academic fields in my usual area of research. The opportunity to interact with colleagues from the wider UAL body has helped me better understand the institution. Although I enjoyed the online workshops, I would have liked a more traditional lecture on pedagogical theory.
Analysis
Professional development is vital in higher education to improve teaching quality, attainment, and foster a community culture.
Studies have shown a direct link between effective professional development and improved student achievement. For instance, a regression analysis highlighted that teacher participation in professional development programs resulted in a statistically significant positive effect on students’ academic performance (Tanveer et al., 2021; Elic, 2024)
Professional development also plays a crucial role in creating a culture of collaboration within higher education institutions. Programs that emphasise team learning and cooperative strategies promote discourse among educators, leading to the sharing of best practices, resources, and support systems (Fakai et al., 2024; Ramos & Codilla, 2024)
Ongoing refinement of teaching methods has been shown to increase the effectiveness of course delivery (Dewi et al., 2024; Tanveer et al., 2021).
Conclusion
In conclusion I have learnt that ongoing professional development is necessary in order to maintain flourishing student learning. The course adds new tools and ideas to my practice.
Personal Action Plan
For the second unit, I will do my best to carve out more time to study.
References
Channell, M. (2025) Gibbs reflective cycle – A practical guide, TSW Training. Available at: https://www.tsw.co.uk/blog/leadership-and-management/gibbs-reflective-cycle/ (Accessed: 26 March 2025).
Dewi, A. E. R., Kalil, N. C., Hidayat, H., & Juniati, S. (2024). Exploring the relationship between teacher professional development and student learning outcomes. Journal of Pedagogi, 1(5), 109-116. https://doi.org/10.62872/a5xyk576
Elic, N. C. A. (2024). Skill competencies of pe teachers based on qualitative contribution evaluation of nbc 461 towards an upskilling program. International Journal of Multidisciplinary Research and Analysis, 07(07). https://doi.org/10.47191/ijmra/v7-i07-38
Fakai, U. R., Sa’adu, A., Argungu, M. A., & Aliyu, A. S. (2024). Collaborative professional development: a catalyst for science education reform in nigeria. Formosa Journal of Science and Technology, 3(9), 2191-2210. https://doi.org/10.55927/fjst.v3i9.11583
Gibbs, G. (1988) Learning by Doing . 1st edn. Oxford, Oxfordshire: The Oxford Centre for Staff and Learning Development, Oxford Brookes.
Ramos, L. C. D. and Codilla, L. L. (2024). Nurturing excellence: exploring the level of professional development strategies for quality assurance in a multi-campus higher education institution. International Journal of Multidisciplinary: Applied Business and Education Research, 5(5), 1528-1534. https://doi.org/10.11594/ijmaber.05.05.06
Tanveer, S., Iqbal, P. D. Z., & Arsalan, M. (2021). Impact of professional development of teachers on students’ achievement. Sjesr, 4(4), 42-49. https://doi.org/10.36902/sjesr-vol4-iss4-2021(42-49)