Theorising professional development in the academy: a conversational approach

Golja, T; Schaverien, LR

Theorising professional development in the academy: a conversational approach

Golja, T

Schaverien, LR

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Publisher:: AARE
Publication Type:: Conference Proceeding
Citation:: AARE 2005 Creative Dissent: Constructive Solutions, 2005, pp. 1 - 23
Issue Date:: 2005-01

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Field	Value	Language
dc.contributor.author	Golja, T https://orcid.org/0000-0003-4932-8982	en_US
dc.contributor.author	Schaverien, LR	en_US
dc.contributor.editor	Jeffrey, P	en_US
dc.date	2005-11-27	en_US
dc.date.issued	2005-01	en_US
dc.identifier.citation	AARE 2005 Creative Dissent: Constructive Solutions, 2005, pp. 1 - 23	en_US
dc.identifier.issn	1324-9320	en_US
dc.identifier.uri	http://hdl.handle.net/10453/2152
dc.description.abstract	There is increasing recognition of the need to rethink academic professional development, to shift it from industrial-era craft-based approaches to approaches more in tune with the complex, multi-faceted demands of contemporary higher education. We describe and analyse the learning of a group of three academics over a series of six audio taped conversations. Participants appeared to refine, by means of selection over time, the ways they categorised or carved up their world. Our findings suggest the potency of reconceiving professional development generatively, in terms of a biologically based selectionist theory of learning. We discuss the need for follow-up investigations of the extent to which these academics' regenerated ideas inform their professional practice.	en_US
dc.publisher	AARE	en_US
dc.relation.ispartof	AARE 2005 Creative Dissent: Constructive Solutions	en_US
dc.relation.ispartof	Australian Association for Research in Education	en_US
dc.title	Theorising professional development in the academy: a conversational approach	en_US
dc.type	Conference Proceeding
utslib.location	Parramatta, Australia	en_US
utslib.location.activity	Parramatta, Australia	en_US
utslib.for	130313 Teacher Education and Professional Development of Educators	en_US
dc.location.activity	Parramatta, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Parramatta, Australia	en_US
pubs.start-date	2005-11-27	en_US

Abstract:

There is increasing recognition of the need to rethink academic professional development, to shift it from industrial-era craft-based approaches to approaches more in tune with the complex, multi-faceted demands of contemporary higher education. We describe and analyse the learning of a group of three academics over a series of six audio taped conversations. Participants appeared to refine, by means of selection over time, the ways they categorised or carved up their world. Our findings suggest the potency of reconceiving professional development generatively, in terms of a biologically based selectionist theory of learning. We discuss the need for follow-up investigations of the extent to which these academics' regenerated ideas inform their professional practice.

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http://hdl.handle.net/10453/2152