Interpreting a Community of Practice Perspective in Discipline-Specific Professional Development in Higher Education

Autor/inn/en	Blanton, Maria L.; Stylianou, Despina A.
Titel	Interpreting a Community of Practice Perspective in Discipline-Specific Professional Development in Higher Education
Quelle	In: Innovative Higher Education, 34 (2009) 2, S.79-92 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-008-9094-8
Schlagwörter	Higher Education; Faculty Development; Professional Development; Teaching Methods; Communities of Practice; State Universities; Student Recruitment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Staatliche Universität
Abstract	Through this study we explored a community of practice framework applied to faculty professional development at a mid-size state university in order to examine the issues unique to discipline-specific professional development in higher education. Through content-focused professional development activities conducted by the authors, several key areas were identified that point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development, (b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development, (d) challenging the "culture of service", and (e) the need for a language to mediate thinking about practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10