Do Good Intentions Lead to Expected Outcomes? Professional Learning Amongst Early Career Academics in a Problem-Based Program

This paper presents findings from a study of pedagogical beliefs and practices amongst early career academics attending an extensive professional development program. The research questions of this study were as follows: how do early career academics define their pedagogical beliefs in relation to a pedagogical development program, and how do their beliefs manifest in their pedagogical practice? This study was based on a qualitative document analysis of 145 project reports written as the finalizing part of the early career academics’ participation in the program. Reports were collected with the consent of participants, coded, and analyzed to search for emerging pedagogical beliefs and subsequent practices. The findings indicate that while almost all participants express beliefs that are aligned with the core values of the university, their reported practices are quite diverse. Based on this, we propose a framework for understanding teaching development amongst early career academics centered on their individual development and their interaction with students. This framework provides a contribution to our understanding of the teaching trajectories of early career academics and the intricate interplay between pedagogical beliefs and pedagogical practice. This framework may be of use for educational developers when planning and conducting pedagogical development activities.