« Harland Staniforth 2008 » : différence entre les versions
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* Sur base de leur expérience et de discussions avec 20 CP, les auteurs (néo-zélandais) avancent que le champ du dév éducationnel/pédagogique est encore extrêmement fragmenté. | * Sur base de leur expérience et de discussions avec 20 CP, les auteurs (néo-zélandais) avancent que le champ du dév éducationnel/pédagogique est encore extrêmement fragmenté: | ||
** "There are many ideas about its purpose, the work that should be done and who should do this. As a consequence, the field does not have widely shared values or epistemological foundations (Harland and Staniforth 2003; Land 2004). Because this situation has remained stable over time, the community continues to be characterised by local service providers and practices that are constantly being adjusted to suit local situations." (p. 669) | |||
* Eux plaident pour des CP qui soient chercheurs / académiques. | * Eux plaident pour des CP qui soient chercheurs / académiques. | ||
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== 6. Voir aussi == | == 6. Voir aussi == | ||
Dernière version du 22 décembre 2015 à 11:25
A family of strangers: The fragmented nature of academic development
1. Références
- Référence complète APA : Harland, T., & Staniforth, D. (2008). A family of strangers: The fragmented nature of academic development. Teaching in Higher Education, 13(6), 669–678.
- Auteur(s) :
- Revue : Teaching in Higher Education
2. Copies
- Copie en ligne : https://unitube.otago.ac.nz/file.do?m=VNnY1V6eDk&name=Teaching_in_Higher_education.pdf
- Copie locale : Fichier:Harland Staniforth 2008.pdf
- Copie physique :
3. Mots-clés
4. Abstract
This paper draws on the experiences of 20 academic developers as they examine the proposition that the organisation and work of academic development in higher education is fragmented. Academic development was seen to have neither the status of a field nor a profession, and there was recognised tension between an institutionally focused service model that could be everything to everyone and one that could be distinguished as more conventionally ‘academic’ with theoretical knowledge as the basis for practice. Against the proposition, there was evidence of shared values and acceptance of diversity of purpose. We conclude that academic development has been fragmented since its inception and it remains resistant to cohesive change. Data suggest that to develop a unified community, academic development could seek field-status by encouraging all staff to provide their services by way of research-led teaching with each developer using their research knowledge and experiences of academic life to underpin practice. Only then will it have the necessary credibility and foundation from which it can work out its broader purposes and provide a quality service.
5. Résumé (facultatif)
- Sur base de leur expérience et de discussions avec 20 CP, les auteurs (néo-zélandais) avancent que le champ du dév éducationnel/pédagogique est encore extrêmement fragmenté:
- "There are many ideas about its purpose, the work that should be done and who should do this. As a consequence, the field does not have widely shared values or epistemological foundations (Harland and Staniforth 2003; Land 2004). Because this situation has remained stable over time, the community continues to be characterised by local service providers and practices that are constantly being adjusted to suit local situations." (p. 669)
- Eux plaident pour des CP qui soient chercheurs / académiques.