Abstract

The author considers faculty development and its potential relationship to the ethos of collaborative practice modeled both by critical (Freirean) pedagogy and by interdisciplinary research. As a primary concern for any academic administrator, faculty development is not only a teaching moment but also an opportunity for reciprocal exchange, learning, and knowledge production, allowing participants to challenge the received wisdom of their fields and to come to a more rhetorical understanding of their identities. The collaborative construction of new knowledge and an emerging understanding of identities are examined in the context of two professional development and administrative contexts: the assessment by faculty of the writing of entering, first-year students and a collegewide, first-year experience (learning-community) initiative.

Journal
Pedagogy
Published
2008-10-01
DOI
10.1215/15314200-2008-004
Open Access
Closed
Topics

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Cites in this index (2)

  1. College English
  2. College English
Also cites 3 works outside this index ↓
  1. Bernstein, Richard. 1983. Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis. Philadelphia:…
  2. Moss, Pamela A. 1994. “Can There Be Validity without Reliability?” Educational Researcher23: 5-12.
  3. Yancey, Kathleen Blake. 2004. “Made Not Only in Words: Composition in a New Key.” College Composition and Com…
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