Professing Reform While Seeking Acceptance: The Dilemmas of Teaching Accelerated Courses in Higher Education

Autor/inn/en	Johnson, Carrie; Rose, Amy D.
Titel	Professing Reform While Seeking Acceptance: The Dilemmas of Teaching Accelerated Courses in Higher Education
Quelle	In: Journal of Continuing Higher Education, 63 (2015) 1, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2015.998068
Schlagwörter	Adult Education; Higher Education; Acceleration (Education); Qualitative Research; College Faculty; Teacher Attitudes; Professional Isolation; Instructional Innovation; College Instruction; Interviews; Attitude Change; Educational Attitudes; Observation; Illinois + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Acceleration; Beschleunigung; Qualitative Forschung; Fakultät; Lehrerverhalten; Educational Innovation; Bildungsinnovation; Hochschullehre; Interviewing; Interviewtechnik; Attitudinal change; Einstellungsänderung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Beobachtung
Abstract	This article describes the findings of a qualitative study that investigated the perceptions and views of faculty teaching adult accelerated courses. The analysis of the data revealed two overarching themes relating to the incorporation of innovative practice. It was discovered that these experienced faculty members all came to see their teaching in a different light. However, as they experimented and adopted new approaches, they also experienced intense professional isolation from their colleagues. We explore the meaning that these faculty members ascribe to their participation in an innovative program and the impact that these innovations have on faculty life. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01