Learning in higher education symposia: A new professional development model for university educators
MetadataShow full item record
This report presents the findings of a case study of a novel professional development practice model for academic university staff developed by the Learning in Higher Education (LiHE) association. It describes the implementation of a social constructivist approach to professional development, characterised by various, structured collaborative activities, and possible levels of participation. The findings expand current understandings of new professional development initiatives for university educators that aim to move beyond the classical conference model. Specifically, this study documents the expectations and experiences of participants of the first Australian LiHE symposium. It explores in detail participant awareness of and reactions to the constructivist nature of this new professional development model.
This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/. Please refer to the licence to obtain terms for any further reuse or distribution of this work.
Showing items related by title, author, creator and subject.
Professional development in HIV prevention education for teachers using flexible learning and tutor supportJackson, Glenda Joy (2004)HIV prevention programs in schools are acknowledged as one of the best prospects for controlling the world HIV epidemic. Epidemiological evidence indicates that deaths world-wide from AIDS are yet to peak. Although HIV ...
Scott, Shelleyann (2002)This research was undertaken to explore professional development in Western Australia secondary schools from the perspective of the classroom teacher. A study that bridged quantitative and qualitative methodology, it drew ...
Rethinking connectedness : an investigation into the access of teacher professional learning in regional and remote Western AustraliaBroadley, Tania Lee (2011)Many teachers working in remote and regional areas have limited access to collegial support networks. This research aimed to examine the existing strategies that were being undertaken by the Department of Education in ...