Learning in higher education symposia: A new professional development model for university educators
This report presents the findings of a case study of a novel professional development practice model for academic university staff developed by the Learning in Higher Education (LiHE) association. It describes the implementation of a social constructivist approach to professional development, charac...
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| Format: | Journal Article |
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Western Australian Institute for Educational Research Inc
2012
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| Online Access: | http://www.iier.org.au/iier22/dobozy.pdf http://hdl.handle.net/20.500.11937/8214 |
| _version_ | 1848745589473280000 |
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| author | Dobozy, Eva |
| author_facet | Dobozy, Eva |
| author_sort | Dobozy, Eva |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This report presents the findings of a case study of a novel professional development practice model for academic university staff developed by the Learning in Higher Education (LiHE) association. It describes the implementation of a social constructivist approach to professional development, characterised by various, structured collaborative activities, and possible levels of participation. The findings expand current understandings of new professional development initiatives for university educators that aim to move beyond the classical conference model. Specifically, this study documents the expectations and experiences of participants of the first Australian LiHE symposium. It explores in detail participant awareness of and reactions to the constructivist nature of this new professional development model. |
| first_indexed | 2025-11-14T06:19:46Z |
| format | Journal Article |
| id | curtin-20.500.11937-8214 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:19:46Z |
| publishDate | 2012 |
| publisher | Western Australian Institute for Educational Research Inc |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-82142017-01-30T11:05:15Z Learning in higher education symposia: A new professional development model for university educators Dobozy, Eva This report presents the findings of a case study of a novel professional development practice model for academic university staff developed by the Learning in Higher Education (LiHE) association. It describes the implementation of a social constructivist approach to professional development, characterised by various, structured collaborative activities, and possible levels of participation. The findings expand current understandings of new professional development initiatives for university educators that aim to move beyond the classical conference model. Specifically, this study documents the expectations and experiences of participants of the first Australian LiHE symposium. It explores in detail participant awareness of and reactions to the constructivist nature of this new professional development model. 2012 Journal Article http://hdl.handle.net/20.500.11937/8214 http://www.iier.org.au/iier22/dobozy.pdf Western Australian Institute for Educational Research Inc fulltext |
| spellingShingle | Dobozy, Eva Learning in higher education symposia: A new professional development model for university educators |
| title | Learning in higher education symposia: A new professional development model for university educators |
| title_full | Learning in higher education symposia: A new professional development model for university educators |
| title_fullStr | Learning in higher education symposia: A new professional development model for university educators |
| title_full_unstemmed | Learning in higher education symposia: A new professional development model for university educators |
| title_short | Learning in higher education symposia: A new professional development model for university educators |
| title_sort | learning in higher education symposia: a new professional development model for university educators |
| url | http://www.iier.org.au/iier22/dobozy.pdf http://hdl.handle.net/20.500.11937/8214 |