ABSTRACT

This paper shares the experience of a group of academic developers’ engagement in collaboratively working towards the completion of an online open-access professional development (PD) course designed to support higher education teachers to engage with a new professional development framework. Committee members of the Educational Developers in Ireland Network set out to complete the course as a demonstration of their commitment to their own PD and to experience the process with a view to becoming facilitators of the course. An auto-ethnographic approach was used to capture this experience, and findings demonstrate an inspiring alternative to PD that supports academic developers in the quest to legitimise and prioritise their own PD in the context of highly pressurised roles.

摘要

本文分享了一组学术开发人员合作完成在线开放获取专业发展 (PD) 课程的经验，该课程旨在支持高等教育教师参与新的专业发展框架。爱尔兰教育开发者网络的委员会成员着手完成该课程，以证明他们对自己的 PD 的承诺并体验该过程，以期成为该课程的促进者。一种自动人种学方法被用来捕捉这种经验，研究结果证明了一种鼓舞人心的 PD 替代方案，它支持学术开发人员在高压角色的背景下寻求合法化和优先考虑他们自己的 PD。