Professional development in teaching and learning for early career academic geographers

Contexts, practices and tensions

Susan Vajoczki*, Tamara C. Biegas, Melody Crenshaw, Ruth L. Healey, Tolulope Osayomi, Michael Bradford, Janice Monk

*Corresponding author for this work

Research output: Contribution to journalReview article

4 Citations (Scopus)

Abstract

This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and discipline-specific approaches; the credibility of alternative settings for professional development in teaching and learning; the valuing of professional development and of teaching in academic systems of reward and recognition; and the challenges of balancing professional and personal life. We summarize concepts of good practice and suggest opportunities for future research.

Original languageEnglish
Pages (from-to)395-408
Number of pages14
JournalJournal of Geography in Higher Education
Volume35
Issue number3
DOIs
Publication statusPublished - Aug 2011
Externally publishedYes

Keywords

  • Academic cultures
  • Early career geographers
  • Preparation for teaching

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