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Professional Development in Teaching and Learning for Early Career Academic Geographers: Contexts, Practices and Tensions

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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.
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Keywords: Early career geographers; academic cultures; preparation for teaching

Document Type: Research Article

Affiliations: 1: Centre for Leadership in Learning, McMaster University, Canada 2: Department of Geography,Texas State University, TX, USA 3: Department of Social Sciences,Northwest Vista College, TX, USA 4: Department of Geography and Development Studies,University of Chester, UK 5: Department of Geography,University of Ibadan, Nigeria 6: School of Environment and Development, University of Manchester, UK 7: School of Geography and Development, University of Arizona, AZ, USA

Publication date: 2011-08-01

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