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Innovative Higher Education

, Volume 23, Issue 4, pp 241–254 | Cite as

Professional Development for Faculty: A Conceptual Framework of Barriers and Supports

  • Rosemary S. Caffarella
  • Lynn F. Zinn
Article

Abstract

Professional development for faculty in higher education takes many forms, from self-directed activities to organized programs of learning. Described in this article is a comprehensive definition of continuing professional development followed by a conceptual framework for thinking about those factors that support or impede our professional development. We conclude with a case study of one professor's career development, noting where various factors in the framework have played a part.

Keywords

High Education Social Psychology Professional Development Conceptual Framework Career Development 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Human Sciences Press, Inc. 1999

Authors and Affiliations

  • Rosemary S. Caffarella
    • 1
  • Lynn F. Zinn
    • 2
  1. 1.Policy StudiesUniversity of Northern ColoradoUSA
  2. 2.Educational Leadership and Policy StudiesUniversity of Northern ColoradoUSA

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