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It proposes critical friendship group approaches to create transformative learning opportunities for liberal arts educators. Emphasizing interdisciplinary faculty partnerships, it shows how teacher educators can sustainably and innovatively reshape faculty development culture by sharing teaching practice across knowledge bases.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/taking-the-lead-in-faculty-development-transforming-university-faculty-development-through-collaboration/590445/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/taking-the-lead-in-faculty-development-transforming-university-faculty-development-through-collaboration/590445.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper claim teacher educators should lead faculty development efforts?","Question",{"text":112,"@type":113},"It frames teacher educators as pedagogy experts whose knowledge is central to improving teaching and learning, but notes they are under-utilized in liberal arts universities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do critical friendship group approaches play in the proposed faculty development model?",{"text":117,"@type":113},"The paper highlights critical friendship groups as structured educator collaborations that discuss practice, ask questions about teacher and student work, and surface assumptions that hinder effective teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper connect teacher educator collaboration to transformative learning?",{"text":121,"@type":113},"It links critical friendship practices to adult learning and critical thinking, drawing on Mezirow’s transformative learning concepts and emphasizing reflection and the unpacking of assumptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590445,1792171481,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Taking the Lead in Faculty Development: Teacher Educators Changing the Culture of University Faculty Development through Collaboration  \nSusan R. Adams, Ph.D.  \nCollege of Education, Butler University  \nElizabeth K. Mix, Ph.D.  \nCollege of Education, Butler University  \nAbstract  \nAs pedagogy experts, teacher educators should lead the charge for improved teaching and learning, but are under-utilized pedagogy resources in liberal arts universities. In this paper, the collaborators, one a teacher education assistant professor and the other an associate professor of art history, identify critical friendship group approaches (Allen & Blythe, 2004; McDonald, Mohr, Dichter, & McDonald, 2007) which have the potential to create transformative learning opportunities for liberal arts educators. Cross-disciplinary faculty partnerships hold promise for a sustainable, innovative approach to faculty development, with the potential to improve teaching and learning in liberal arts universities.  \nKeywords: faculty development; pedagogy; K–12 expertise; critical friendship  \nAILACTE Journal 37  \nAdams and Mix  \nThe 2014 Association of Independent Liberal Arts Colleges for Teacher Education (AILACTE) conference theme, Catalyst for Change: Liberal Arts and Teacher Education, acknowledges that universities are experiencing unprecedented waves of change which challenge practices, traditions, and perspectives that have historically gone unquestioned in institutions of higher learning. Particularly troubling is the questioning of the value, contributions, or sustainability of teacher education programs and colleges of education within the liberal arts university. In many states, long-standing and established teacher preparation programs have abruptly experienced unprecedented public scrutiny. Gonzalez and Carney (2014), for example, point to the negative impact of the media’s use of ideologically charged rhetoric to influence policymakers’perceptions of teacher education, resulting in sweeping teacher licensure reforms in Indiana when schools of education were framed as inadequately preparing Indiana’s teachers (p. 21) .  \nKimball (2013) notes that United States Secretary of Education Arne Duncan’s (2009) call for teacher education reform and the proliferation of alternative licensure pathways like Teach for America for liberal arts graduates have called into question the relevance and necessity of locating teacher education programs within liberal arts universities. Observing that some universities have eliminated their colleges of education altogether, Kimball (2013) concludes that teacher preparation programs are more urgently needed than ever, especially in light of a shrinking pool of liberal arts students from which to recruit licensure candidates and the impending retirement of thousands of professional educators (National Commision on Teaching and America’s Future, 2010) .  \nBut in addition to recruiting, retaining, and preparing future K–12 educators, what more might colleges of education contribute to the liberal arts university? This paper highlights the deep pedagogical knowledge held by teacher educators and focuses on the unique contribution teacher educators are poised to offer the university as a whole. Using a critical friendship approach (Adams & Peterson-Veatch, 2012; Dunne & Honts, 1998; Dunne, Nave,& Lewis, 2000; McDonald, Mohr, Dichter, & McDonald, 2007;  \n38 AILACTE Volume XI Fall 2014  \nTaking the Lead in Faculty Development  \nSchool Reform Initiative, n.d.), teacher educators can partner with university colleagues from other disciplines to slowly change and improve the teaching culture of a university. Working together, we hope to show the strength of interdisciplinary collaboration and what is possible when we choose to share our individual teaching practice and to work across knowledge bases, rather than remaining artificially divided and isolated into discipline-specific departmentsand programs.  \nLiterature Review  \nCrit","cbCaitEvwOF5aSTg","https://ap.wps.com/l/cbCaitEvwOF5aSTg","pdf",351527,"English","# Abstract\n# Conference Context and Problem Statement\n## Critiques of Teacher Education in Liberal Arts Universities\n# Key Argument and Approach\n## Critical Friendship Group Partnerships\n# Literature Review\n## Origins in K–12 Professional Practice\n## Transformative Learning Framework","[{\"question\":\"Why does the paper claim teacher educators should lead faculty development efforts?\",\"answer\":\"It frames teacher educators as pedagogy experts whose knowledge is central to improving teaching and learning, but notes they are under-utilized in liberal arts universities.\"},{\"question\":\"What role do critical friendship group approaches play in the proposed faculty development model?\",\"answer\":\"The paper highlights critical friendship groups as structured educator collaborations that discuss practice, ask questions about teacher and student work, and surface assumptions that hinder effective teaching.\"},{\"question\":\"How does the paper connect teacher educator collaboration to transformative learning?\",\"answer\":\"It links critical friendship practices to adult learning and critical thinking, drawing on Mezirow’s transformative learning concepts and emphasizing reflection and the unpacking of assumptions.\"}]","Taking the Lead in Faculty Development - Transforming University Faculty Development through Collaboration | PDF",1792069646]