Analysing the professional development of teaching and learning from a political ethics of care perspective |
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| Authors: | Vivienne Grace Bozalek Wendy McMillan Delia E Marshall Melvyn November Andre Daniels Toni Sylvester |
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| Institution: | 1. Department of Teaching and Learning, University of the Western Cape, Private Bag X17, Bellville, Cape Town 7535, South Africavbozalek@uwc.ac.za;3. Faculty of Dentistry, University of the Western Cape, 2 Bolus Ave, Kenilworth, Cape Town 7708, South Africa;4. Department of Physics, University of the Western Cape, Private Bag X17, Bellville, Cape Town 7530, South Africa;5. Faculty of Economic and Management Sciences, University of the Western Cape, Private Bag X17, Bellville 7535, South Africa;6. Digital Media Centre, University of the Western Cape, Private Bag X17, Bellville 7535, South Africa;7. Faculty of Education, University of the Western Cape, Private Bag X17, Bellville 7535, South Africa |
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| Abstract: | This paper uses Tronto's political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care – attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the piloting and implementation of a teaching and learning professional development model at a South African higher education institution. The political ethics of care was found to be a useful normative framework for a group of higher educators to reflect on the process of engaging in teaching and learning professional development in that it revealed the importance of differential power relations, the importance of working collaboratively and being attentive to the needs of both caregivers and care receivers. |
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| Keywords: | political ethics of care normative framework professional development higher education teaching and learning |
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