Towards a typology of learning and teaching professional development practice uptake by university academics in Australia

Article

Herbert, Katherine and van der Laan, Luke. 2024. "Towards a typology of learning and teaching professional development practice uptake by university academics in Australia." Professional Development in Education. 50 (5), pp. 862-877. https://doi.org/10.1080/19415257.2021.1973068
Article Title

Towards a typology of learning and teaching professional development practice uptake by university academics in Australia

ERA Journal ID20751
Article CategoryArticle
AuthorsHerbert, Katherine (Author) and van der Laan, Luke (Author)
Journal TitleProfessional Development in Education
Journal Citation50 (5), pp. 862-877
Number of Pages16
Year2024
PublisherRoutledge
Place of PublicationUnited Kingdom
ISSN1367-4587
1941-5265
Digital Object Identifier (DOI)https://doi.org/10.1080/19415257.2021.1973068
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/19415257.2021.1973068
Abstract

The interest in Professional Development (PD) in learning and teaching in Higher Education (HE) has seen an increase in the last few years owing to the evolving role of HE teaching academics in the futures of students and their employment. In Australia, while there is evidence that research in learning and teaching PD is growing, these studies appear sporadic and confined to predetermined disciplinary boundaries. From a practice perspective, the fragmented nature of the literature confounds the issues related to the uptake of learning and teaching PD by academics. It is proposed that a scoping literature review of studies of learning and teaching PD in Australian universities is necessary in identifying attributes within the sector, and will illustrate the gaps in the literature related to professional practice. A typology of the interrelated patterns of the attributes that emerge from the scoping review is presented. This typology has practical implications for both teaching academics and academic developers who respectively engage with and implement PD strategies.

Keywordshigher education; capability; professional practice; academic development
Related Output
Is part ofDeveloping a typology for designing appropriate learning and teaching professional development strategies for an Australian regional university
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390102. Curriculum and pedagogy theory and development
390303. Higher education
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This article is part of a UniSQ Thesis by publication. See Related Output.

Byline AffiliationsCharles Sturt University
School of Education
Institution of OriginUniversity of Southern Queensland
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