Reflections on professional learning: Choices, context and culture

Schalkwyk, Susan van; Leibowitz, Brenda; Herman, Nicoline; Farmer, Jean

doi:10.1016/j.stueduc.2015.03.002

Cited by 40 publications

(42 citation statements)

References 23 publications

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“…Van Schalkwyk et al (2015) show how in universities the leadership of teaching is embedded in the wider university culture where efforts to improve teaching might not be valued, and reward systems might not be supportive of instructors' development as teaching professionals. For the present paper, this means that departmental leadership needs to be understood within the wider context of the educational institution, with its opportunities and barriers for instructor learning, as well as its culture for learning and student success.…”

Section: Departmental Leadership In Contextmentioning

confidence: 99%

“…For the purpose of the present paper, we interviewed all five department chairs and two associate chairs from a total of five departments regarding their understanding of their role as leaders for learning in their departments, and the strategies they use to enact this role. The semi-structured interview guide was inspired by the interview guide used by Van Schalkwyk et al (2015), however we amended it to serve our purpose. Our interview guide included questions such as:…”

Section: Data Collectionmentioning

confidence: 99%

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Departmental leadership for learning in vocational and professional education

Hoekstra

Newton

2017

Empirical Res Voc Ed Train

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Background: To maintain relevance, institutes for vocational and professional education (VPE) need to be responsive to changes in society and industry. This requires leaders and educators in VPE to keep developing themselves and their practices. In institutes for VPE many decisions regarding program curriculum and teaching practices are made at the department level. Yet, the preparation of department chairs in postsecondary contexts rarely focuses on improving teaching and learning. A substantive knowledge base regarding leadership of teaching and learning in VPE is lacking. A model of leadership for learning in VPE is proposed as comprising three elements: (1) developing a shared vision and goals; (2) promoting instructor learning; and (3) leading the educational program. The study explores ways in which seven chairs and associate chairs from western Canadian VPE institutes conceive of and enact leadership for learning in their departments. The paper thus aims to contribute to the building of a knowledge base on leadership for learning in VPE.Methods: A multiple case study approach was used to explore chairs' conceptualization and enactment of their leadership for learning. Data collected included interviews with five chairs and two associate chairs from five departments across three institutes for VPE in western Canada. Observational data from department meetings and interviews with instructors were used to provide contextual information and corroborate our findings. In cross-case analysis, chairs' and associate chairs' conceptualizations and strategies were themed and categorized according to the three elements of leadership for learning as identified in the literature.

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Section: Departmental Leadership In Contextmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Departmental leadership for learning in vocational and professional education

Hoekstra

Newton

2017

Empirical Res Voc Ed Train

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“…It is perhaps easiest to define AD in terms of what its intention is. Van Schalkwyk, Leibowitz, Herman and Farmer (2015) suggest that, ultimately, it is about facilitating the professional learning of academics in their teaching role.…”

Section: Academic Development Reconceptualisedmentioning

confidence: 99%

'I have a chameleon-like existence': A duoethnographic account of border crossing by two academic development practitioners

Schalkwyk

McMillan

2016

SAJHE

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The practice of situating academic development practitioners within faculties poses challenges for practitioners from outside the particular discipline. Literature highlights how discourse and culture create tensions amongst role-players in cross-disciplinary contexts. This duoethnographic account examines the experiences of two practitioners as insider-outsiders in a health sciences disciplinary space. Duoethnography is a collaborative methodology where researchers, in dialogue, critique the meanings they give to social and epistemological constructs. Drawing on border crossing as theoretical lens, the study signals how the insider-outsider location might be mediated to support quality teaching. Border crossing highlights the construct of frontiers and associated identity work.The study identified critical success factors for collaboration -physical presence over time; knowing what is valued; an established identity as scholar and competent practitioner; a community of practice; recognition and an acknowledgement by faculty management; and personal flexibility, sensitivity, approachability and willingness to change.

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“…First of all, there is a recognition that faculty development does not happen in isolation but is impacted by the organizational and social worlds that faculty members inhabit. In this respect, the next contribution to this special issue, by Van Schalkwyk, Herman, Leibowitz, & Farmer (2015), provides a reflection on the culture, structure, and agency that impact professional learning of lecturers at Stellenbosch University in South Africa. In response to a call for increased attention to professional learning as it happens naturally at work, Van Schalkwyk et al (2015) focus on how professional learning is embedded in workplace structures and cultures, describing professional learning as ''the enhancement or change of teaching and assessment practices of lecturers in order for quality student learning to take place.''…”

Section: Faculty Development Does Not Happen In Isolationmentioning

confidence: 99%