Professional Development Preferences for Blended Learning in Higher Education Teaching Staff

Abstract: This study presents an analysis of professional development needs and preferences in the context of professionalization for blended learning, in two higher education institutes. The items are formulated based on scenarios and experiences according to various types and approaches of professional development. The framework on models for continuous professional development by kennedy (2014) served as the basis for the construction of the items. The framework was chosen because it presents a wide range of models along a spectrum of teacher autonomy and agency.A data mining approach (association rules analysis) was employed to explore the patterns among the items. Our results show a preference for a fluid, combined approach rather than separate or single model approaches to professional development. Furthermore, the results indicate that professional development is a complex experience for this group of professors and other teaching staff.