n South African Journal of Higher Education - Academic staff development from a transformational learning perspective

Volume 14, Issue 1
  • ISSN : 1011-3487



The academic staff development process we report on in this article was conducted from a transformational learning perspective with nursing educators responsible for the implementation of a new first-year curriculum in nursing colleges in Gauteng. In this staff development process we took as our point of departure the notion that transformation of teaching practice necessitates a process commencing with an exploration by educators of the epistemological foundations of their current teaching practice. The article also reports on the nursing educators' experience of this staff development process. Our investigation revealed that the participants experienced the staff development process positively but that many found the implementation of a new teaching strategy difficult. We concluded that academic staff development is never simple or clear-cut and even when staff developers intentionally aim for transformational learning with regard to teaching, transformation of teaching practice is not guaranteed.

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