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From Practitioner to Professor: Individualized Faculty Development Bridges the Gap from Content Knowledge to Teaching Excellence

From Practitioner to Professor: Individualized Faculty Development Bridges the Gap from Content Knowledge to Teaching Excellence

Authors :
Billie Harrington
Source :
Journal of Faculty Development. 2024 38(3):5-21.
Publication Year :
2024

Abstract

Hiring practitioners as faculty is not a novel practice in higher education. In their decision to shift from the private sector to the classroom, many practitioners enter the professoriate with little to no formal training in pedagogy. The question for faculty developers is how might Teaching and Learning Centers (TLCs) bridge this gap from practitioner to professor. One initial step is to abandon one-size-fits-all faculty development for a model that supports the individual needs of each practitioner. This article aims to provide recommendations for how Teaching and Learning Centers (TLCs) can serve as the conduit to teaching excellence for practitioners.

Details

Language :
English
ISSN :
2153-1900 and 2153-1919
Volume :
38
Issue :
3
Database :
ERIC
Journal :
Journal of Faculty Development
Publication Type :
Academic Journal
Accession number :
EJ1438563
Document Type :
Journal Articles<br />Reports - Descriptive