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Abegglen, Sandra, Burns, Tom, Desire, John, Gordon, Janet and Sinfield, Sandra (2026) Case study: influencing teachers' expectations, attitudes and beliefs by embedding active learning in educator professional development. In: Making Active Learning Happen for All: Practical Ideas for Developing and Sustaining Active Learning. Open Press University of Sussex, Brighton, England, pp. 158-169. ISBN 9781917548014
This case study explores the redevelopment of the Curriculum Evaluation and Development (CED) module within a postgraduate certificate programme (PGCert) in Learning and Teaching in Higher Education (LTHE) at a UK post-1992 university. CED was reimagined by a new staff team to emphasise active, dialogic, and creative learning, enabling educators-as-students to consolidate and apply their learning through module redesign and evaluation. The changes aimed to enhance participants’ ownership of learning and support the transfer of active teaching practices to their own classrooms. The redesigned module demonstrated the transformative potential of active learning. Thus, this case study advocates for embedding active learning praxes in professional development to inspire pedagogical creativity and inclusive growth in all Higher Education (HE) programmes.
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