Implementing change-oriented pedagogy in higher education: an exploration of instructors' experiences and perceptions

Article


Mallen, Cheryl and Crowther, Frank. 2008. "Implementing change-oriented pedagogy in higher education: an exploration of instructors' experiences and perceptions." International Journal of Pedagogies and Learning. 4 (3), pp. 13-26.
Article Title

Implementing change-oriented pedagogy in higher education: an exploration of instructors' experiences and perceptions

ERA Journal ID39917
Article CategoryArticle
AuthorsMallen, Cheryl (Author) and Crowther, Frank (Author)
Journal TitleInternational Journal of Pedagogies and Learning
Journal Citation4 (3), pp. 13-26
Number of Pages14
Year2008
Place of PublicationToowoomba, Australia
ISSN1833-4105
Web Address (URL)http://www.atypon-link.com/EMP/doi/pdf/10.5555/ijpl.4.3.13
Abstract

This inquiry provided university educators with an opportunity to experience a conceptual pedagogical change model (the Change Infusion Model). The model encouraged framing teaching and learning activities with characteristics of theories of change to encourage learning for change. This inquiry developed understandings of educators' realities of pedagogical change. Data collection procedures were framed with LaBoskey's Dimensions of Reflection and involved a written and collaborative discourse method. Analysis involved 'sensitizing concepts' to guide the generation of meaning of the experiences of change. The findings revealed 4 paradoxes that have significant meaning in the professional lives of educators. The significance of this inquiry is its contribution to understandings of the challenge of approaching pedagogical change from practitioners' perspectives.

Keywordschange strategies; teaching process; academic staff; discourse analysis; higher education; change infusion model (CIM); guided record method; postindustrial society
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
520102. Educational psychology
390102. Curriculum and pedagogy theory and development
Public Notes

© Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.

Byline AffiliationsBrock University, Canada
Faculty of Education
Institution of OriginUniversity of Southern Queensland
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