Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology
Abstract
To examine the long-term effects of pedagogical development, the study explored 56 Chinese university instructors’ viewpoints on their professional agency in implementing new pedagogical practices following a PBL program in Denmark. Q methodology was supplemented by a post-sorting survey and post-analysis interviews. An eight-factor solution emerged, indicating a high variation in participants’ subjective experiences of PBL implementation. Their...
Paper Details
Title
Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology
Published Date
Dec 1, 2021
Volume
71
Pages
101088 - 101088
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