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

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.

Citation

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

• Presentation Conference Type: Other
• Conference Name: Third Education in a Changing Environment Conference
• Conference Location: University of Salford, UK
• Publication Date: Jan 12, 2006
• Deposit Date: Jan 20, 2009
• Publisher URL: http://orgs.man.ac.uk/projects/include/experiment/bernard_lisewski.pdf
• Additional Information: Event Type : Conference