ERIC Number: EJ1054637
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 29
Professing Reform While Seeking Acceptance: The Dilemmas of Teaching Accelerated Courses in Higher Education
Johnson, Carrie; Rose, Amy D.
Journal of Continuing Higher Education, v63 n1 p3-14 2015
This article describes the findings of a qualitative study that investigated the perceptions and views of faculty teaching adult accelerated courses. The analysis of the data revealed two overarching themes relating to the incorporation of innovative practice. It was discovered that these experienced faculty members all came to see their teaching in a different light. However, as they experimented and adopted new approaches, they also experienced intense professional isolation from their colleagues. We explore the meaning that these faculty members ascribe to their participation in an innovative program and the impact that these innovations have on faculty life.
Descriptors: Adult Education, Higher Education, Acceleration (Education), Qualitative Research, College Faculty, Teacher Attitudes, Professional Isolation, Instructional Innovation, College Instruction, Interviews, Attitude Change, Educational Attitudes, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Illinois