The Preliminary and Subsequent Stages to Integrating Pedagogical Innovation: The Crux of the Matter for the Innovator

  • Anne Mai Walder University of California, Los Angeles
Keywords: Pedagogical innovation, process, conditions, decision making

Abstract

Within the extremely competitive environment of higher education, professors make a conscious decision to engage in pedagogical innovation projects. Through this qualitative research, I revisit the experience of thirty-two innovators who gravitate between risks and uncertainty, particularly as they teach at a university where research prevails over teaching. The results provide us with in-depth insight into the specific conditions and processes of pedagogical innovation, shedding light on the optional stages and delineating those that appear to be fundamental to the innovation process.

Dans le contexte extrêmement compétitif de l’enseignement supérieur, les professeurs choisissent consciemment d’entreprendre des projets d’ innovation pédagogique. Cette recherche qualitative porte sur les expériences de 32 innovateurs qui gravitent entre risques et incertitudes, notamment lorsqu’ils enseignent dans une université où la recherche prévaut sur l’enseignement. Les résultats permettent d’appréhender en profondeur les conditions et démarches spécifiques de l’innovation pédagogique en distinguant les étapes optionnelles de celles qui semblent fondamentales dans le processus l’innovation.

 

Author Biography

Anne Mai Walder, University of California, Los Angeles

Anne M. Walder is an Associate Professor at the Université de Montréal and was previously a UCLA Postdoctoral Scholar at the Graduate School of Education and Information Studies at University of California, Los Angeles. Following a Doctorate of Business Administration, she was awarded a PhD in Education from the Université de Montréal. Specialised in andragogy and teaching and learning in higher education, her research interests focus on pedagogical innovation, and in particular the professor-student pedagogical relationship in this context, disciplinary cultures, supervision of PhD students, research training, cooperative learning, pedagogical communication, and adult education.

 

Published
2014-12-18
Section
ARTICLES