ABSTRACT

For educational developers (also called academic or faculty developers) to facilitate change toward effective teaching and learning practices at any level, they must build trust and communicate credible expertise, often while conveying ‘second-hand’ educational knowledge to academics who then act on that knowledge in their own work. In this conceptual article, we propose a new credibility framework, drawing on the intertwined literature on trust and trustworthiness, non-positional leadership, cognitive authority, and educational development. Our framework delineates six interrelated dimensions that developers employ to build trust and promote evidence-informed change in their local contexts.

摘要

对于教育开发人员（也称为学术开发人员或教师开发人员）而言，要促进任何级别的有效教学和学习实践的变革，他们必须建立信任并传达可靠的专业知识，通常同时将“二手”教育知识传达给然后采取行动的学者自己工作中的知识。在这篇概念性文章中，我们提出了一个新的可信度框架，借鉴了关于信任和可信赖性、非职位领导、认知权威和教育发展的相互交织的文献。我们的框架描述了开发人员用来建立信任和促进在当地环境中的循证变革的六个相互关联的维度。