ERIC Number: EJ882453
Record Type: Journal
Publication Date: 2010-Mar
Abstractor: As Provided
Reference Count: 36
Collaborative Writing and "Dis"-continuing Professional Development: Challenging the Rituals and Rules of the Education Game?
Dye, Vanessa; Herrington, Margaret; Hughes, Julie; Kendall, Alexandra; Lacey, Cathie; Smith, Rob
Professional Development in Education, v36 n1-2 p289-306 Mar 2010
This article discusses a critical challenge to current paradigms of continuing professional development within higher education institutions. A small group of higher-education-based teacher educators for the English post-compulsory sector describes and exposes the values and processes operating within a particular kind of professional development "space" of their own creation. Within this space for thinking, talking, reading and writing as academics, a different way of characterising professional development emerged that challenged existing power relations in higher education, and that can best be named "critical educative practice". The main constituents of this way of working are identified and the process is illustrated with reference to the experience of collaborative writing within the group. The focus on criticality leads to an emerging concept of "critical collaborative writing", and the implications of this particular example for higher education colleagues and institutions are explored.
Descriptors: Foreign Countries, Higher Education, Professional Development, Professional Continuing Education, Teacher Educators, Models, Collaborative Writing, Criticism, Status, Power Structure, Group Dynamics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom