Implementing change-oriented pedagogy in higher education: An exploration of instructors' experiences and perceptions - Cheryl Mallen, Frank Crowther - International Journal of Pedagogies and Learning, Volume 4 Issue 3 - 2008

Abstract: This inquiry provided university educators with an opportunity to experience a conceptual pedagogical change model (the Change Infusion Model). The model encouraged framing teaching and learning activities with characteristics of theories of change to encourage learning for change. This inquiry developed understandings of educators' realities of pedagogical change. Data collection procedures were framed with LaBoskey's Dimensions of Reflection (1993) and involved a written and collaborative discourse method. Analysis involved 'sensitizing concepts' (Patton 2002) to guide the generation of meaning of the experiences of change. The findings revealed 4 paradoxes that have significant meaning in the professional lives of educators. The significance of this inquiry is its contribution to understandings of the challenge of approaching pedagogical change from practitioners' perspectives.

Keywords: change-pedagogy, postindustrial pedagogy, paradoxes in pedagogical change processes

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