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A Phenomenological Study of Faculty Development Experiences: Nurturing New Possibilities.
|Title:||A Phenomenological Study of Faculty Development Experiences: Nurturing New Possibilities.|
|Authors:||Mitsunaga, Richarda P. K.|
|Date Issued:||Aug 2017|
|Publisher:||University of Hawaiʻi at Mānoa|
|Abstract:||Through guided reflective practice and thoughtful exploration by trained facilitators during a faculty development retreat program (i.e., Courage to Teach, National Great Teachers Seminar) participants have the opportunity to identify their struggles and renew their passion for their vocation. This phenomenological study sought to gain a deeper understanding of why faculty members chose to participate in a faculty development retreat program, what their perspectives and insights of their lived experiences were, and how they viewed their personal/professional life after their retreat experience. This study also examines whether their experiences provided them with aspects of Mezirow’s 10 phases of transformative learning within the framework of adult learning theory and whether or how they integrated these retreat experiences into their personal or professional life. Participants reported the faculty development retreat provided the key elements of space-time-place, which allowed them to step away from their daily rigor with hopes of improving their personal or professional situation by learning more about themselves. The findings of this study have implications for future faculty development programs, as a model for non-traditional faculty development, as well as the deepening of connections and the nurturing of possibilities for improved work-life balance.|
|Description:||Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.|
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||
Ph.D. - Education|
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