Journeys of growth towards the professional learning of academics: understanding the role of educational development

Schalkwyk, Susan van; Cilliers, François; Adendorff, Hanelie; Cattell, Karin; Herman, Nicoline

doi:10.1080/1360144x.2012.673490

Cited by 21 publications

(15 citation statements)

References 25 publications

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“…The literature alerts us about (a) the value of reflection in improving teaching, especially when it is based on feedback from multiple sources, including student course ratings, peers, and experts (McAlpine & Weston, 2000;Schö n, 1983), (b) the benefits of engaging in the scholarship of teaching and learning (Hutchings & Shulman, 1999;Shulman, 1987;Trigwell & Shale, 2004), (c) the role of communities of practice, networking, and peer interaction in supporting professional learning (Palmer, 1998;Simons & Ruijters, 2004;van Schalkwyk, Cilliers, Adendorff, Cattell, & Herman, 2012;Wenger, 1998), (d) the importance of situated learning in facilitating transfer (Brown, Collins, & Duguid, 1989;Lave & Wenger, 1991), and (e) the necessity and significance of developing a professional identity (McAlpine, Amundsen, & Turner, 2013).…”

Section: Mechanism That Foster Professional Learningmentioning

confidence: 99%

Higher education teachers’ professional learning: Process and outcome

Saroyan

Trigwell

2015

Studies in Educational Evaluation

110

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Section: Mechanism That Foster Professional Learningmentioning

confidence: 99%

Higher education teachers’ professional learning: Process and outcome

Saroyan

Trigwell

2015

Studies in Educational Evaluation

110

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“…The studies referred to above showed two distinct ways of handling the tension of engagement: that of establishing arenas for dialogue as a way to create engagement, and that of collaboration across borders of different fields in a so-called 'broker-pair'. The strategy of establishing arenas for dialogue is not controversial and has been put forward several times (Mårtensson, Roxå, & Olsson, 2011;Van Schalkwyk, Cilliers, Adendorff, Cattell, & Herman, 2013). The idea of a broker-pair enables academic developers to engage up to a certain point without losing themselves in the complexities of practice, while still having access to those perspectives to be able to deal with problems from several angles.…”

Section: An Emerging Framework For the Integration Of Theory And Pracmentioning

confidence: 99%

Lessons learned: towards a framework for integration of theory and practice in academic development

Laksov

2018

International Journal for Academic Development

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In this paper, I describe an approach to the integration of theory and practice at the intrapersonal, interpersonal, and organizational levels. The results of the research projects in which I have been involved over the last ten years are used to illustrate how these three levels have facilitated the identification of three tensions. These tensions together create a framework that can help academic developers better understand how to approach the challenges of advocating for the integration of higher education theory with academic practice in their own institutional environments, and how this integration is linked to existing higher education literature.

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“…In the UK it is "widely employed across Higher Education" (Kahn, et al, 2008, p. 161), and a dominant model across the rest of the sector (Bleakley, 1999;Kreber, 2014). In South Africa, Van Schalkwyk et al (2012) found it was necessary for university teachers to "adopt a reflective approach to their work" (p. 2) and emphasised the importance of reflective writing as part of professional development. However, in New Zealand, Prebble et al (2004) concluded that staff programmes which advocated the development of reflective practitioners showed "no evidence that teachers were making decisions on the basis of reflection rather than convention" (ibid, p9).…”

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An embodied perspective on judgements of written reflective practice for professional development in Higher Education

Leigh

2016

Reflective Practice

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This paper gives an embodied perspective on the use of judgements of reflective practice and reflective writing for professional development in Higher Education.Programmes for professional development in Higher Education and recognition processes for academics have become prevalent in the UK and internationally.These programmes and processes often assume, implicitly or explicitly, development or evidencing as a 'reflective practitioner' through pieces of reflective writing which is then judged against competencies or attainments.However, this focus on reflective practice and reflective writing is not always critical, and does not examine the different theoretical and practical interpretations of what it means to reflect, nor the impact of assessing such reflections. Taking an embodied stance allows a new view into a contested area that is more habitually connected with cognitive rather than corporeal processes.Keywords: reflective practice; embodied; professional development From the context of an embodied practitionerReflective practice and reflective writing have become intrinsic within professional practice education and programmes within the UK and internationally. Judgements of reflective writing are used to recognise attainment of certain qualities in programmes for professional development. If reflective practice stems from philosophy (Ryan M. , 2011), most particularly the work of Dewey (1933), then much of the critical approaches to it, and of judgement of it, are also rooted in a Cartesian, disembodied framework that dissociates mind from body, and privileges one over the other.As a lecturer in Higher Education and Academic Practice teaching on a programme for professional development and an experienced somatic therapist, I have developed an embodied reflexive practice which informs my perceptions and understandings. I use the information from my senses (touch, smell, kinaesthesia, proprioception, sight, imagination, hearing, imagery and internal awareness) to feed into a reflective and reflexive process of understanding myself, the world that surrounds me and others that move within the world. I view my body as the embodiment of me, the physical expression of me within this world. As such I can train, exercise, express and create with it and through it. My reflexive process is "rooted in experiences of I believe that the effectiveness of a reflective practice depends on the data on which the practitioner has to reflect. She needs to be able to pick up on how, when and in what manner what she does impacts on the environment and the people within it, to be aware of how she feels and holds herself within a given situation. This relates directly to my understanding and utilisation of embodiment. For reflective practice I believe that the teacher's attention is focused both inwardly at their own practice, and outwardly at the group around them (Kemmis, 1985). It is the inward focus that I believe vital, as in order to achieve it a practitioner has to access all of the information available to her thro...

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Journeys of growth towards the professional learning of academics: understanding the role of educational development

Cited by 21 publications

References 25 publications

Higher education teachers’ professional learning: Process and outcome

Higher education teachers’ professional learning: Process and outcome

Lessons learned: towards a framework for integration of theory and practice in academic development

An embodied perspective on judgements of written reflective practice for professional development in Higher Education

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