Faculty Training as a Tool to Support Active Learning Classroom Usage

The study examines how a training workshop on teaching in a recently introduced active learning classroom at Nazarbayev University (Kazakhstan) helps faculty participants integrate active learning and shift their teaching to an active learning classroom. A case study approach was employed, with data collected through surveys, interviews, and embedded research. Out of 20 participants, two cases implemented active learning and prepared to teach in an active learning classroom, one case resulted in an integration of active learning with an interest to develop an active learning training program for Kazakh language teachers. For each case, activity systems analysis was used to explore the individual activities. During the training sessions, participants discussed the ways the active learning classroom could support their teaching and enrich learning experiences. Four barriers for active learning implementation were identified: time and workload, student participation, instructional design concerns, and concerns about university support. In general, the faculty members considered the training workshop helpful in reconsidering their teaching practices. These findings add to the body of research on active learning classrooms and faculty training, focusing on how teacher innovativeness can be supported by the university administration