David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 34 (3):289-299 (2002)
This paper raises questions about the sort of knowledge which has come to count as professional development knowledge. The author interrogates the curriculum and pedagogy of academic professional development programs in Australian universities, drawing parallels with Third World development programs. She argues that professional development knowledge is privileged over disciplinary knowledge in setting lifelong learning agendas for academics, and notes some problematic consequences of this for academics engaged in professional development programs.
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Sue Saltmarsh, Wendy Sutherland-Smith & Holly Randell-Moon (2011). 'Inspired and Assisted', or 'Berated and Destroyed'? Research Leadership, Management and Performativity in Troubled Times. Ethics and Education 6 (3):293 - 306.
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