Document Type
Article
Publication Date
2010
Abstract
Implicit theories about the malleability of skills/abilities have been shown to predict learners’ willingness to participate in learning opportunities. The authors examined whether college professors’ implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to teaching. One hundred thirty faculty members completed a questionnaire measuring implicit theories about teaching skills and interest in several PD opportunities. Implicit theory of teaching scores predicted faculty members’ interest in PD and their PD choices. The findings have implications for colleges/universities, which face increased pressure to engage faculty in PD in order to meet goals for institutional excellence.
Original Publication Citation
Thadani, V., Breland, W., & Dewar, J. (2010). College instructors’ implicit theories about teaching skills and their relationship to professional development choices. Journal on Excellence in College Teaching, 21 (2), 113-131.
Digital Commons @ LMU & LLS Citation
Thadani, Vandana; Dewar, Jacqueline; and Breland, William, "College Instructors’ Implicit Theories About Teaching Skills and Their Relationship to Professional Development Choices" (2010). Psychological Science Faculty Works. 9.
https://digitalcommons.lmu.edu/psyc_fac/9
