The complex transition to academic development: an ecological perspective

IF 1.5 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal for Academic Development Pub Date : 2023-10-02 DOI:10.1080/1360144x.2023.2263420

Ian M. Kinchin, Suzie Pugh

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引用次数: 0

Abstract

ABSTRACTThis paper considers the process of professional becoming for an academic developer as a complex transition towards epistemological plurality. This is a necessary step to appreciate and support the lived experiences of teachers across the spectrum of academic disciplines. Viewed through an ecological lens, the complexity of the developmental journey becomes more achievable as it can be broken down into a series of adaptive cycles that move from ‘dependence’ to ‘independence’, and from ‘epistemologically singular’ to ‘epistemologically plural’. We suggest that the descriptive power of the ecological lens may be helpful to academic developers to contextualize their own professional development.KEYWORDS: Adaptive cycleecological lensepistemological pluralityprofessional development Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsIan M. KinchinIan M. Kinchin is Emeritus Professor of Higher Education within Surrey Institute of Education, University of Surrey, Guildford, GU2 7XH, United Kingdom.Suzie PughSuzie Pugh is a Senior Academic Developer within Swansea Academy of Learning and Teaching, Swansea University, Swansea, SA2 8PP, United Kingdom.

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学术发展的复杂转型:生态学视角

摘要本文认为专业成为学术开发者的过程是一个向认识论多元化的复杂过渡过程。这是欣赏和支持各个学科教师的生活经验的必要步骤。从生态学的角度来看，发展之旅的复杂性变得更容易实现，因为它可以被分解成一系列的适应循环，从“依赖”到“独立”，从“认识论上的单一”到“认识论上的复数”。我们认为，生态镜头的描述能力可能有助于学术开发者将自己的专业发展置于语境中。关键词:适应性循环生态透镜系统学多元性专业发展披露声明作者未报告潜在利益冲突。作者简介:ian M. Kinchin，英国萨里大学萨里教育学院名誉教授，位于吉尔福德，gu27xh。Suzie PughSuzie Pugh是英国斯旺西sa28pp斯旺西大学斯旺西学习与教学学院的高级学术开发人员。

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来源期刊

International Journal for Academic Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

30.80%

发文量

期刊介绍： The International Journal for Academic Development ( IJAD) is the journal of the International Consortium for Educational Development. The purpose of IJAD is to enable academic/educational/faculty developers in higher education across the world to exchange ideas about practice and extend the theory of educational development, with the goal of improving the quality of higher education internationally. The editors welcome original contributions on any aspect of academic/educational/faculty development in higher and other post-school education (including staff development, educational development, instructional development and faculty development) and closely related topics. We define ‘academic development’ broadly, and you should read former editor Brenda Leibowitz’s recent paper, ‘Reflections on academic development: what is in a name?’ ( http://www.tandfonline.com/toc/rija20/19/4#.VMcX6_7oSGo) to make sure that your understanding of academic development marries with the general sense of the journal. We will NOT accept submissions on K-12 development or teacher education; primary/secondary/high school education in general; or the role that education plays in ‘development’ (economic growth, poverty reduction, environmental sustainability, etc.).