"Away From Chalk-and-Talk": A Diary Study of a Professional Development's Role in College Instructors' Professional Identities

• In Event: Roundtable Session 50
  In Roundtable Session: Teachers and Administrators in Schools

Abstract

This multiple-case diary study investigates the role of a PD focused on learner-centered pedagogical practices in the professional identity (PI) development of seven novice humanities college instructors. Using Holland et al.’s (1998) socio-cultural theory of identity, we explore how participants created PIs in relation to the PD’s content. We found that six of seven participants embraced the PD’s learner-centered philosophy and came to evaluate their efficacy as instructors according to this standard. Four participants expressed decreases in their confidence, as they were unable to successfully implement the PD’s recommended pedagogical practices. We conclude with an analysis of the application of Holland et al.’s theory to studies of teaching and learning; recommendations postsecondary instructor PD; and suggestions for further research.

Authors

• Davinah S. Childs, Temple University

• Brooke Y. Hoffman, Temple University

• Karen Pezzetti, Temple University