Professional and Organizational Development Network in Higher Education
To Improve the Academy: A Journal of Educational Development
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ORCID IDs
Erby 0000-0003-3201-6667
Burdick 0000-0001-6001-7902
Date of this Version
Winter 2021
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (winter 2021) 40(2): 269-290
doi: 10.3998/tia.461
Abstract
This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that meaningfully helped them push through difficulties and sustain their journeys toward inclusive pedagogy.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND