Community-Based Professional Development for Academics: A Phenomenographic Study

Autor/in	Zou, Tracy X. P.
Titel	Community-Based Professional Development for Academics: A Phenomenographic Study
Quelle	In: Studies in Higher Education, 44 (2019) 11, S.1975-1989 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zou, Tracy X. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1477129
Schlagwörter	Faculty Development; College Faculty; Phenomenology; Communities of Practice; Social Networks; Teacher Attitudes; Sharing Behavior; Help Seeking; Teacher Collaboration; Problem Solving; Skill Development; Mentors; Transformative Learning; Public Colleges; Foreign Countries; Research Universities; Modeling (Psychology); Best Practices; Hong Kong + Suchen Sie Ihr Suchwort? Fakultät; Phenomenological psychology; Phänomenologie; Psychologie; Community; Social network; Soziales Netzwerk; Lehrerverhalten; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Lehrerkooperation; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Pädagogische Transformation; Ausland; Forschungseinrichtung; Modeling; Modelling; Modellierung; Hongkong
Abstract	Professional development for academics has seen a trend towards social engagement through communities and groups, as reflected by a number of increasingly popular concepts: communities of practice, faculty learning communities, and learning and teaching networks. Despite the potential benefits of such engagement, there is a paucity of research on how academics perceive, experience and navigate the emerging community-based professional development (C-PD). This phenomenographic study generates four qualitatively different categories of ways in which academics conceive of C-PD: (1) knowledge sharing and help-seeking; (2) problem-solving and skills/knowledge development; (3) mentoring, modelling, and sharing good principles and practices; and (4) an on-going journey that transforms learning and teaching. The study adds value to the literature by providing insight into how the focus of professional development and perceptual boundaries of community influence academics' conceptions of C-PD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01