Transforming Professional Development for Early-Career Academics Using a Community of Practice Model
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lcjAbstract
The authors outline lessons learned in setting up a revised professional development programme, based on a facilitated peer mentoring model within a community of practice to support early-career academics at a research-intensive university. This model helped create a rhythm that fostered dialogue among the participants, and was also critical in shaping identity and a sense of belonging. In the revised programme, the focus shifted to the development of a course portfolio that promoted reflective
practice, but it was also aligned with institutional requirements around promotion and tenure. Following the programme, participants reported meaningful shifts in their classroom practice.
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