Professional Development in Teaching and Learning for Early Career Academic Geographers: Contexts, Practices and Tensions
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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Early career geographers;
preparation for teaching
Document Type: Research Article
Centre for Leadership in Learning, McMaster University, Canada
Department of Geography,Texas State University, TX, USA
Department of Social Sciences,Northwest Vista College, TX, USA
Department of Geography and Development Studies,University of Chester, UK
Department of Geography,University of Ibadan, Nigeria
School of Environment and Development, University of Manchester, UK
School of Geography and Development, University of Arizona, AZ, USA
Publication date: 2011-08-01
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