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.
Text (Published Version)
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.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||© 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.|
|Uncontrolled Keywords:||change strategies; teaching process; academic staff; discourse analysis; higher education; change infusion model (CIM); guided record method; postindustrial society|
|Depositing User:||epEditor USQ|
|Date Deposited:||18 Aug 2011 04:35|
|Last Modified:||10 Sep 2013 04:47|
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