Academic development involves creating conditions that support
teaching and learning while aligning with institutional values. For
new academic developers, epistemic reflexivity is crucial to align personal teaching philosophies with those of the university and create
programs that support educators effectively. This paper documents
how a new academic developer at an Australian university, in the
absence of a formal Learning and Teaching Philosophy (LTP), engaged
in epistemic reflexivity and analysed institutional documents to clarify
the institution’s educational philosophy. Guided by a conceptual framework, this approach facilitated alignment of institutional values
with coherent professional development programs (PDPs), offering
insights for others facing similar challenges.
- Engaging in epistemic reflexivity: insights for new academic developers
- Harold Culala
- The International Journal for Academic Development
- 999410110161
- Office of Learning and Teaching
- English
- Journal article