Exploring alternatives: Critique of the process-product paradigm dominating Teaching Educator Professional Learning (TEPL) in contemporary higher education
13th December 2018
Learning Outcomes:
As a result of this seminar participants will:
Provide an open space to better understand the key assumptions and ideological governance forms underpinning the Process-Product model of Teacher Educator Professional Development operating in contemporary Ireland, Europe and OECD countries
Apply a select literature review in gaining a deeper understanding of the contemporary framing of HEI Policy in TEPL using human capital theory and the contested nature of this worldview in the international literature
Productively debate issues and concerns about academic progression criteria currently presented in western HEIs as a watertight evidence-based solution
Re-consider the purposes of education and teacher educators/educational researcher’s responsibility for the critical, social and heuristic aspects of education and the concept of a democratic society
