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Teachers’ beliefs about professional development : Supporting emerging networked practices in higher education
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Publication Details
Author list: Håkansson Lindqvist, Marcia;Jaldemark, Jimmy;Mozelius, Peter
Publisher: Springer
Publication year: 2019
Book title (if part of a book): Networked professional learning : Emerging and equitable discourses for professional development
Start page: 147
End page: 164
Number of pages: 18
ISBN: 978-3-030-18030-0
Abstract
During recent decades society has gone through changes related to social and technological development. These changes have impacted higher education. This has led to emerging networked practices that professionals and the organisations they work within need to respond to. An answer to this challenge to higher education is efforts in professional development. This chapter discusses teachers’ beliefs about such professional development. Particularly, it focuses on how networked practices in higher education are supported and fostered by professional development projects. The study was based at a Swedish university and included the dissemination of beliefs of teachers from three different departments that participated in two development projects. The data materials were collected by using semi-structured interviews from a sample of 19 teachers. The results revealed that professional development concerns beliefs on both individual and collective levels. Within these levels teachers related their professional development to both social and technological networks.
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