Motivation to “Keep Pushin’”: Insights into Faculty Development Facilitating Inclusive Pedagogy

Abstract

This study focuses on the lived experiences of nine university faculty who were attempting to implement inclusive teaching practices following university-sponsored faculty development. While the participants were each successful in their respective implementations, they all expressed anxiety at the beginning of the semester as well as at the end when they reflected upon the changes they made. This occurred despite deeply held motivations to change their teaching and make a difference for their students. The participants encountered barriers that centered on feelings related to self-confidence, student perception, and peer approval. Findings include descriptions of these anxieties and the supports that meaningfully helped them push through difficulties and sustain their journeys toward inclusive pedagogy.

Keywords

inclusive pedagogy, faculty development

How to Cite

Erby, K., Burdick, M., Tutwiler, S. W., & Petersen, D. (2021). Motivation to “keep pushin’”: Insights into faculty development facilitating inclusive pedagogy. To Improve the Academy: A Journal of Educational Development, 40(2). doi: https://doi.org/10.3998/tia.461
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Authors

Kelly Erby orcid logo (Washburn University)
Melanie Burdick orcid logo (Washburn University)
Sandra Winn Tutwiler (Washburn University)
Dan Petersen (Washburn University)

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Creative Commons Attribution-NonCommercial-NoDerivs 4.0

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This article has been peer reviewed.

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