A methodological framework to cultivate transformative learning in Faculty development

Object: The chapter presents the first results of an exploratory study on faculty perspective transformations due to the massive shift to blended learning after the pandemic of Covid-19. Aims: The aim is to explore how faculty development can be informed by transformative and informal learning when facilitated through the set of communities of practice and focused on perspective transformation in time of disruptive changes like the post-pandemic one. Conceptual Framework: The conceptual framework included the international literature on faculty development, faculty community of learning, and collaborative research in HEIs. Methodology: The research design is an exploratory study. Faculty, institutional and managerial actors, Directors of Centers for Teaching & Learning took part in the research. Data collection was carried out through 35 in depth interviews and 8 focus-groups. Results: Results allowed to formalize a model to respond to the new challenges of the post-Covid 19 university: the 4S model to faculty development, where the 4S is the acronym for Sociocracy, Space, Sustainability and Share dimensions of faculty development. Implications: The final section includes recommendations on ways for HEIs to support faculty engagement in communities of practice.