University Continuing Education Part-time Instructors' Professional Development
DOI:
https://doi.org/10.21225/D55S3QAbstract
This paper examines the nature of University Continuing Education (UCE) part-time instructors and their needs with respect to professional development and renewal activities. It also casts light on the kinds of experiences that can shape positive professional development and renewal activities. Survey and focus group methodologies were used to collect data for this study. Analysis of that data indicated that professional development and renewal activities must be understood within the context of practice and the nature of part-time instructors; that these activities may be supported by the principle of "mattering," a critical first step in the provision of a nurturing and supportive work environment for part-time instructors; and that part-time instructors' ownership, articulation, and identification of needs are important in the provision of high quality programs and professional development and renewal activities.Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).