Open AccessUniversity Continuing Education Part-time Instructors' Professional Development
Author(s) -
Atlanta Sloane-Seale
Publication year - 2013
Publication title -
canadian journal of university continuing education
Language(s) - English
Resource type - Journals
ISSN - 0318-9090
DOI - 10.21225/d55s3q
Subject(s) - professional development , context (archaeology) , continuing professional development , articulation (sociology) , continuing education , identification (biology) , pedagogy , quality (philosophy) , medical education , work (physics) , sociology , psychology , engineering ethics , political science , medicine , engineering , mechanical engineering , paleontology , philosophy , botany , epistemology , politics , law , biology
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.