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Professional learning for critical praxis in higher education
Charles Sturt University, Australia.
University of Borås, Faculty of Librarianship, Information, Education and IT. (HUPP)ORCID iD: 0000-0002-8945-2235
University of Tempere, Finland.
Norwegian University of Science & Technology, Norway.
2019 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The paper discusses the initial stages of a research project being undertaken across 5 countries (3 of which are Nordic Countries) and 7 universities by a group within the international Pedagogy, Education and Praxis-network. The project explores critical praxis in higher education, focusing on the influences on critical praxis in different national contexts. In this presentation, we ask: What enables and constrains professional learning for critical praxis in higher education? Data collection for this research consists of interviews with academics. Using the theory of practice architectures (Kemmis et al. 2014) as a conceptual and analytical lens, this paper presents initial findings on the following themes:

●       How  professional learning opportunities provided by the universities support (or not) the development of critical praxis,

●        How the development of critical praxis can happen through voluntary, organic networks (such as Pedagogy, Education and Praxis), and

●        The role of country-specific conditions in how professional learning for critical praxis is enabled and constrained.

Place, publisher, year, edition, pages
2019.
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-22683OAI: oai:DiVA.org:hb-22683DiVA, id: diva2:1388503
Conference
Praxis symposium II - Praxis in Higher Education: With a Focus on the Nordic Context, University of Borås, May 22-24, 2019.
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-27Bibliographically approved

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Mahon, Kathleen

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  • en-US
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  • nn-NB
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  • Other locale
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