‘The Development Dilemma': Using Mezirow to transform professional identity and impact organizational change.

Session Time and Location

Date:
Wed, 6 Jun 2018
Time:
Time:
4:30pm to 5:30pm
Room: Room:
Oakwood A
Session Track
Session Format

As educational developers we are aware of the challenges in changing not just superficial practice but transforming individuals’ professional identity, such that it can facilitate sustainable organisational change in pedagogic practice.  We will use this workshop to facilitate a critically reflective dialogue on how teacher identity development, particularly of 'critical' individuals, may be important in this process.  We will draw on Mezirow’s (1991) concepts of frames of reference and disorientating dilemmas, as well as empirical data collected through our Master’s in Education case study, to consider transformative learning both from the perspective of individual and institution.

 

  • Session References +

    References:

    Fung, D. and Gordon, C (2016) Rewarding educators and education leaders in research-intensive universities. York: Higher Education Academy

    Gibbs, G. (2010). Dimensions of quality. York: Higher Education Academy.

    Lueddeke, G. (2003). Professionalising teaching practice in higher education: a study of disciplinary variation and ‘teaching-scholarship’, Studies in Higher Education, 28 (2), 213-228.

    Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass.