期刊名称：SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES
印刷版ISSN：2319-4766
电子版ISSN：2278-8808
出版年度：2015
卷号：3
期号：19
页码：375-399
语种：English
出版社：SCHOLARLY RESEARCH JOURNAL'S
摘要：Faculty development through orientation programs is often called, has become an increasingly important component of higher education. Whereas it was once assumed that a competent basic or individual who joins education field would naturally be an effective teacher, it is now acknowledged that preparation for teaching is essential. Given the increasing complexity and pressures of education industry, new approaches to teaching and learning, and competing demands on teachers’ time, faculty members require a broad range of teaching and learning strategies that can be used in diverse settings. To help faculty members fulfill their multiple roles, a variety of orientation and faculty development programs and activities have been designed and implemented. These activities include workshops and seminars, short term courses and site visits, fellowships and other longitudinal programs. Many of these activities have been designed to improve teacher effectiveness, across the higher education (e.g. undergraduate and postgraduate education), and they have been offered to professionals at local, regional and national levels. However, despite numerous descriptions of program development and implementation, there is a paucity of research demonstrating the effectiveness of Orientation and Faculty Development interventions. The goal of this paper is to present the results of a systematic review of the impact of faculty development initiatives through orientation programmes on teaching effectiveness in across the higher education. The present paper takes into consideration the views of various elements connected and linked with UGC-Academic Staff Collages from Maharashtra and Gujarat specifically. It is hoped that such a review of existing
