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Professional learning for teaching at a research-intensive university : the need for a ‘care-full’ environment

dc.contributor.authorHerman, N.en_ZA
dc.contributor.authorBitzer, E.en_ZA
dc.contributor.authorLeibowitz, B.en_ZA
dc.date.accessioned2018-12-03T13:40:51Z
dc.date.available2018-12-03T13:40:51Z
dc.date.issued2018
dc.identifier.citationHerman, N., Bitzer, E. & Leibowitz, B. 2018. Professional learning for teaching at a research-intensive university : the need for a ‘care-full’ environment. South African Journal of Higher Education, 32(6):99-116, doi:10.20853/32-6-2647en_ZA
dc.identifier.issn1753-5913 (online)
dc.identifier.issn1011-3487 (print)
dc.identifier.otherdoi:10.20853/32-6-2647
dc.identifier.urihttp://hdl.handle.net/10019.1/104764
dc.descriptionCITATION: Herman, N., Bitzer, E. & Leibowitz, B. 2018. Professional learning for teaching at a research-intensive university : the need for a ‘care-full’ environment. South African Journal of Higher Education, 32(6):99-116, doi:10.20853/32-6-2647.en_ZA
dc.descriptionThe original publication is available at http://www.journals.ac.za/index.php/sajheen_ZA
dc.description.abstractThe participation of academics in professional learning opportunities for teaching plays an important role in promoting the desired outcomes of higher education teaching and learning. If university teachers pursuing a career in academia however perceive the environment as non-appreciative and non-supportive, in other words, ‘care-less’ to such endeavours, they could become demoralised as a result of human and emotional responses. The purpose of the reported research was to explore the influence of their environment on the decision-making of academics to participate in professional learning opportunities at one research-intensive university. It shows what impact the care-less treatment of teachers may have on their decisions to learn to teach. Findings indicate that academics do not perceive the existing institutional environment as “care-full” (Milligan and Wiles 2010) towards teaching or university teachers. Carving out a teaching career in a care-less environment appears to have a negative influence on academics’ decision-making for professional learning. One implication of these findings is that university management should realise that a care-full environment to enhance professional learning for teaching, certainly at research-intensive institutions, is essential for such professional learning, for individual academics and subsequently for students and society, to prosper.en_ZA
dc.description.urihttp://www.journals.ac.za/index.php/sajhe/article/view/2647
dc.format.extent18 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherHESAen_ZA
dc.subjectLecturers -- Professional support -- South Africaen_ZA
dc.subjectEducation -- Study and teaching (Higher) -- South Africaen_ZA
dc.subjectEducation, Higher -- Research -- South Africaen_ZA
dc.subjectCollege teachers -- South Africaen_ZA
dc.titleProfessional learning for teaching at a research-intensive university : the need for a ‘care-full’ environmenten_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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