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Related Experiment Videos

Peer-based professional development viewed through the lens of transformative learning.

M J Eisen1

  • 1Adjunct Faculty Teachers College, University of Hartford, Saint Joseph College, West Hartford, Connecticut, USA.

Holistic Nursing Practice
|November 24, 2004
PubMed
Summary

Peer learning partnerships foster professional development by encouraging collaborative reflection and reciprocal learning among educators. This approach contrasts with traditional expert-led training, promoting transformative learning experiences.

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Area of Science:

  • Education
  • Professional Development
  • Adult Learning Theory

Background:

  • Traditional professional development often involves expert-to-novice knowledge transfer.
  • There is a need for more collaborative and reciprocal learning models in professional development.
  • Peer-based approaches offer an alternative to conventional methods.

Purpose of the Study:

  • To explore participants' perceptions of peer learning partnerships in a community college faculty development initiative.
  • To investigate the role of peer partnering in professional growth and transformative learning.
  • To provide recommendations for implementing peer-based professional development.

Main Methods:

  • A qualitative case study design was employed.
  • The study focused on a community college faculty development initiative.

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  • Data were collected on participants' perceptions of peer partnering.

    • Main Results:

    • Participants perceived peer partnering as a valuable modality for professional development.
    • Peer learning partnerships facilitated joint reflection and reciprocal knowledge sharing.
    • The initiative demonstrated the potential for peer-based approaches to support transformative learning.

    Conclusions:

    • Peer learning partnerships are an effective non-traditional modality for professional development.
    • This approach promotes deeper engagement and transformative learning among professionals.
    • Implementing peer-based strategies can enhance faculty growth and practice improvement.