Pedagogy Oct 2018

Flipping Professional Development

Elizabeth Brewer ; Nora McCook ; Kay Halasek

Abstract

This article provides a critical narrative of a flipped professional development program for experienced graduate teaching associates teaching a second-year writing course. We use a narrative approach to demonstrate that decisions about how and what to flip in a professional development program are intimately linked to the local exigencies—material, cultural, and pedagogical—that constitute administrative, teaching, and learning contexts. Furthermore, we theorize that our decision to flip professional development aligns with feminist ethics of power distribution and collaboration, raises questions about how this also changes the visibility of faculty's administrative labor, and may contribute to misperceptions about the intellectual work and expertise required for service and writing program administration. We close by proposing design as a critical and defining feature of WPA work.

Journal
Pedagogy
Published
2018-10-01
DOI
10.1215/15314200-6936905
CompPile
Open Access
Closed
Topics
writing pedagogy teacher development collaborative writing writing program administration professional writing gender and writing
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Citation Context

Cited by in this index (2)

  1. Anders et al. (2023)
    Human-Centered Design for Inclusive Peer Mentoring of Graduate Teaching Assistants
    College English
  2. Dischinger (2023)
    Introduction
    Pedagogy

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