Professional development in teaching and learning for early career academic geographers: Contexts, practices and tensions
Biegas, Tamara C.
Healey, Ruth L.
AffiliationMcMaster University; Texas State University; Northwest Vista College; University of Chester; University of Ibadan; University of Manchester; University of Arizona
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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.
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/10.1080/03098265.2011.563380
PublisherTaylor & Francis
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: 10.1080/03098265.2011.563380
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