This paper provides a review of the practices and tensions informing approaches to professional development for early career academic geographers who are teaching in higher education. We offer examples from Britain, Canada, Nigeria and the USA. The tensions include: institutional and departmental cultures; models that offer generic and…

Purpose: The use of e-portfolios in recognition of prior learning (RPL) processes in workplace and professional practice contexts has attracted little attention in the literature due to its emergent nature. This study seeks to explore the growing incidence of e-portfolio-based RPL (e-RPL) and professional recognition (e-PR) processes in Australia…

Discusses key features of a conceptual framework for early childhood professional development that is designed to achieve the advantages of professionalization, minimize the potential negative effects of professionalization, and result in higher quality early childhood programs for all young children and their families. (MDM)

The longitudinal relationship between quality and quantity of productive output is examined over the careers of 10 recipients of the Distinguished Scientific Contributions Award using four alternative models (expertise-acquisition, youthful-enthusiasm, peak-age, and constant-probability-of-success). The results endorsed the…

This article examines the dimensionality of teacher professionalization. Like other recognized professions, teaching deserves a systemic and integral development platform where recruited teachers undergo well-defined transitional stages that would help crystallize their sense of "professional identity" (Credentialing), "professional familiarity"…

Attention needs to be given to the developmental psycho-social needs of young adult learners, as they impact development of professional identity. Suggests a modification of traditional curriculum to include experiential growth groups to help accomplish this purpose. (Author/RC)

Policies and professionalism are discussed with reference to experiences in Australia, Canada, New Zealand, and Great Britain. A professional development policy is considered to be a prerequisite for inservice programs for academic staff, evaluation of academic performance, and career-related decisions. (Author/MLW)

Faculty development represents one of several responses to changes in the academic environment. In an industry characterized by steady state and no growth, career mobility has declined dramatically. Faculty development is seen as a way to assist faculty to remain or once again become vibrant, vital, productive, and pertinent. (MLW)

Challenges the assumption that there is a student affairs profession. Presents a view acknowledging a variety of professions providing services and programs within divisions of student affairs. Offers a model that provides graduate and continuing education in core areas for those professionals. (Author/RC)

The six papers of this monograph discuss the role of faculty in campus academic advising programs in discussions of training, accountability, evaluation, and recognition and reward. The first paper, "Redefining Faculty Roles for Academic Advising" (Gary L. Kramer) defines three attributes of successful advising programs: as an integral component…