22 SES 14 B, Let’s Do Something New! Current Research and Practice on Aspects of Professionalization in Academic Development
The educational development cake is sliced in wide variety of ways in different contexts, and many of those undertaking educational development would not describe themselves as educational developers (Gibbs, 2013)
Academic development (AD, also named ‘educational development’, ‘faculty development’ or ‘instructional development’, respectively, cf. Gosling, 2009) is an umbrella term to describe actions and activities undertaken at institutions of higher education in order to enhance teaching (cf. for example Amundsen & Wilson, 2012). AD initiatives and programs for a long time were located wherever they were suitable within institutions of higher education. This reflects in both the multiple underlying assumptions about the nature of teaching and learning prevalent in AD as well as in resulting practices of what is considered adequate or helpful in order to facilitate teaching. As a result AD shares a highly fragmented paradigm, which incorporates multiple disciplinary approaches (Shay, 2012).
As for the present, AD is rapidly evolving in universities across Europe, especially in countries where there is not a thick historical tradition, such as Germany, The Netherlands, and Flanders. This certainly can be attributed to new funding and organizational initiatives, which react to the notion that excellent teaching besides research is an important part of a university’s profile to attract further students(Lomas, 2006; D’andrea & Gosling, 2001). In a recent publication Gibbs (2013) argues for some ‘trends’ of what is changing in AD, which he describes as shifts in focus such as “from the classroom to the learning environment”, “from individual teachers on course teams, departments and leadership of teaching”, “from teaching to learning” or “from quality assurance to quality enhancement”, to name only a few.
But how can these recent developments in AD be brought together and interpreted under a coherent framework?
One possible approach to solve this question is the discussion of current practices and developments in the area of AD under the aspect of professionalization. Is what we are doing in AD bound to professionalize higher education teachers’ teaching? And are we adequately responding to the professional demands of university staff in the way we administer AD courses or programs? What do professional trajectories of university teachers tell us about the way they see themselves as professional teaching staff? And, is there new evidence with respect to the previously disputed question whether AD in itself can be seen as an emergent ‘field’ or ‘profession’ (Macfarlane & Hughes, 2009)?
This symposium aims at gaining new answers to those questions by following three objectives: First, it aims to show two examples for current practices in AD and discuss how these add to the professionalization of higher education teachers; second, it will reflect these ‘trends’ in the light of research done on the aspect of professionalization in AD, both on the teachers’ side as well as with a perspective on AD as a profession itself. The third objective, on a meta-level, is to infuse research on AD as a topic into EERA/ECER and Network 22 in order to make this dynamically evolving sphere more visible to both educational researchers, and academics in general.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.