Professional development in teaching and learning for early career academic geographers: Contexts, practices and tensions

Hdl Handle:
http://hdl.handle.net/10034/620888
Title:
Professional development in teaching and learning for early career academic geographers: Contexts, practices and tensions
Authors:
Vajoczki, Susan; Biegas, Tamara C.; Crenshaw, Melody; Healey, Ruth L. ( 0000-0001-6872-4900 ) ; Osayomi, Tolulope; Bradford, Michael; Monk, Janice
Abstract:
This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching and learning; the valuing of professional development and of teaching in academic systems of reward and recognition; and the challenges of balancing professional and personal life. We summarize concepts of good practice and suggest opportunities for future research.
Affiliation:
McMaster University; Texas State University; Northwest Vista College; University of Chester; University of Ibadan; University of Manchester; University of Arizona
Citation:
Vajoczki, S., Biegas, T.C., Crenshaw, M.W., Healey, R.L., Osayomi, T., Bradford, M. and Monk, J. (2011) Professional development for early career geographers: contexts, practices and tensions. Journal of Geography in Higher Education 35(3): 395-408. https://doi.org/10.1080/03098265.2011.563380
Publisher:
Taylor & Francis
Journal:
Journal of Geography in Higher Education
Publication Date:
16-May-2011
URI:
http://hdl.handle.net/10034/620888
DOI:
10.1080/03098265.2011.563380
Additional Links:
https://www.tandfonline.com/doi/full/10.1080/03098265.2011.563380
Type:
Article
Language:
en
Description:
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 16th May 2011, available online: doi: 10.1080/03098265.2011.563380
EISSN:
1466-1845
Appears in Collections:
Geography and Development Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorVajoczki, Susanen
dc.contributor.authorBiegas, Tamara C.en
dc.contributor.authorCrenshaw, Melodyen
dc.contributor.authorHealey, Ruth L.en
dc.contributor.authorOsayomi, Tolulopeen
dc.contributor.authorBradford, Michaelen
dc.contributor.authorMonk, Janiceen
dc.date.accessioned2018-03-02T10:19:43Z-
dc.date.available2018-03-02T10:19:43Z-
dc.date.issued2011-05-16-
dc.identifier.citationVajoczki, S., Biegas, T.C., Crenshaw, M.W., Healey, R.L., Osayomi, T., Bradford, M. and Monk, J. (2011) Professional development for early career geographers: contexts, practices and tensions. Journal of Geography in Higher Education 35(3): 395-408. https://doi.org/10.1080/03098265.2011.563380en
dc.identifier.doi10.1080/03098265.2011.563380-
dc.identifier.urihttp://hdl.handle.net/10034/620888-
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 16th May 2011, available online: doi: 10.1080/03098265.2011.563380en
dc.description.abstractThis paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching and learning; the valuing of professional development and of teaching in academic systems of reward and recognition; and the challenges of balancing professional and personal life. We summarize concepts of good practice and suggest opportunities for future research.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03098265.2011.563380en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectEarly career geographersen
dc.subjectacademic culturesen
dc.subjectpreparation for teachingen
dc.titleProfessional development in teaching and learning for early career academic geographers: Contexts, practices and tensionsen
dc.typeArticleen
dc.identifier.eissn1466-1845-
dc.contributor.departmentMcMaster University; Texas State University; Northwest Vista College; University of Chester; University of Ibadan; University of Manchester; University of Arizonaen
dc.identifier.journalJournal of Geography in Higher Educationen
dc.date.accepted2011-02-06-
or.grant.openaccessYesen
rioxxterms.funderunfundeden
rioxxterms.identifier.projectunfundeden
rioxxterms.versionAMen
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