Publisher's Synopsis
Due to increased pressure on higher-education teaching staff - from government and students alike - the improvement of teaching through professional development has become a central issue. However, professional development has often been criticized for lacking a sound theoretical framework.;In this book, Ortrun Zuber-Skerritt develops a theoretical model for improving the practice of learning and teaching in higher education which integrates theory and practice, educational research and teaching. Her model is in the non-positivist paradigm based on existing theories of learning and knowing such as: Revan's action learning; Kelly's personal construct theory; Dolb's experiential learning and Levin's action research.;The result is a model of development for teachers in higher education. The author goes on to discuss those issues, methods and strategies in professional development relevant to action research and highlights the priorities for professional development in the 1990s.
