Abstract
In the 21st century higher education contexts, academic faculty face the challenge of developing teaching practice to meet contemporary demands of the rapidly changing world. Consequently, in many higher education contexts professional learning among faculty becomes an integral component in efforts for improving teaching practice. While these endeavours may vary widely in content and format, most share a purpose to change the pedagogical practices, beliefs, and understanding of educators in order to improve student learning (Guskey, 2002).
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Hadar, L.L., Brody, D.L. (2017). Trajectories of Pedagogic Change. In: Kinchin, I.M., Winstone, N.E. (eds) Pedagogic Frailty and Resilience in the University. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-983-6_9
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DOI: https://doi.org/10.1007/978-94-6300-983-6_9
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Online ISBN: 978-94-6300-983-6
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