Why a contextual approach to professional development?

Leibowitz, B L; Vorster, Jo-Anne; Ndebele, C

Title: Why a contextual approach to professional development?
Creator: Leibowitz, B L, Vorster, Jo-Anne, Ndebele, C
Date: 2016
Type: text
Type: article
Identifier: http://hdl.handle.net/10962/71141
Identifier: vital:29789
Identifier: https://doi.org/10.20853/30-6-714
Description: One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature. It pays insufficient attention to issues of equity, and to how privilege, geographical location, class and ethnicity influence the way that staff in higher education learn to teach. This is surprising, or paradoxical, given the strong world-wide concern for widening participation and student success in higher education. The approaches towards professional academic development have been dominated by literature from the global North, which does not take into account conditions in resource-constrained environments. We contend that literature from these Southern environments enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach and which considers these within resource-rich as well as resource-constrained environments.
Format: 7 pages, pdf
Language: English
Relation: South African Journal of Higher Education, Leibowitz, B.L., Vorster, J. and Ndebele, C., 2016. Why a contextual approach to professional development?. South African Journal of Higher Education, 30(6), pp.1-7., South African Journal of Higher Education volume 30 number 6 1 7 2016 1011-3487
Rights: Higher Education South Africa (HESA)
Rights: Use of this resource is governed by the terms and conditions of the South African Journal of Higher Education Open Access Policy

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Vorster, Jo-Anne (Prof)

RU Centre for Higher Education Research, Teaching and Learning (CHERTL)

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