This study explored faculty professional development through a specific course design at a medium-sized national university in South Korea. Three professors in an English education major participated in the project-based faculty professional development to design a course and plan to create course content. Data were collected through interviews, meeting agenda notes, faculty reflection logs, and relevant documents during the fall semester of 2021. Thematic analysis was used to identify emerging themes or incidents regarding issues from the faculty professional development. During the faculty professional development with designing a new course, four intriguing themes were identified for promoting faculty professional development and strengthening a faculty community of practice; (1) creating an adequate atmosphere for faculty professional development, (2) sharing various perspectives with cultural competence, (3) negotiating and accommodating the direction of course design and related research and (4) awareness of constraints of time management. Commitment to constant communication and course design collaboration offers positive pedagogical implications for faculty professional development.
1. Introduction
2. Theoretical Background and Empirical studies
3. Methodology
4. Findings and Discussions
5. Conclusion
Works Cited