Professional and Organizational Development Network in Higher Education
To Improve the Academy: A Journal of Educational Development
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Date of this Version
2007
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2007) 25
doi: 10.3998/tia.17063888.0025.008
Abstract
This chapter argues that critical theory implies a number of conceptions and practices of teaching, and it applies a critical theory perspective to conducting faculty development. It speculates on how faculty development might be organized according to some insights drawn from critical theory, and it reviews the chief reasons why teachers resist engaging with this perspective.
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