The professional development of new higher education teachers from a communities of practice perspective: the challenge of 'accounting for change' in 'situated pedagogy'

Lisewski, B 2006, The professional development of new higher education teachers from a communities of practice perspective: the challenge of 'accounting for change' in 'situated pedagogy' , in: Third Education in a Changing Environment Conference, University of Salford, UK.

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Abstract

This article examines the professional development of new Higher Education teachers using the analytical framework of communities of practice theory. Contextualized within the embryonic Higher Education national framework of professional teaching standards (NFPTS), it compares and contrasts centralized professional development approaches with those decentralized in what Malcolm and Zukas refer to as departmental ‘situated pedagogy’. The discussion then problematizes such situated approaches by highlighting the difficulties of ‘accounting for change’ in localized departmental communities of practice. By employing a formative taxonomy of professional development practice for new Higher Education teachers, the paper concludes by emphasizing the need to maintain ‘cross-sector’ learning between centralized and decentralized communities of practice in the pursuit of teaching and learning improvement and innovation.

Item Type:	Conference or Workshop Item (Paper)
Themes:	Subjects / Themes > L Education > LB Theory and practice of education Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education Subjects outside of the University Themes
Schools:	Schools > No Research Centre
Refereed:	Yes
Depositing User:	H Kenna
Date Deposited:	20 Jan 2009 15:05
Last Modified:	27 Aug 2021 22:05
URI:	https://usir.salford.ac.uk/id/eprint/1193

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