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Professional development in teaching and learning for early career academic geographers: Contexts, practices and tensions
Vajoczki, Susan Biegas, Tamara C. Crenshaw, Melody Healey, Ruth L. Osayomi, Tolulope Bradford, Michael Monk, Janice
Vajoczki, Susan
Biegas, Tamara C.
Crenshaw, Melody
Healey, Ruth L.
Osayomi, Tolulope
Bradford, Michael
Monk, Janice
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Publication Date
2011-05-16
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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.
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
Research Unit
DOI
10.1080/03098265.2011.563380
PubMed ID
PubMed Central ID
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
Series/Report no.
ISSN
EISSN
1466-1845