TOWARDS ESTABLISHING A CONCEPTUAL FRAMEWORK FOR CROSS-DISCIPLINARY APPROACH TO CASE STUDIES IN CONTINUING PROFESSIONAL DEVELOPMENT OF UNIVERSITY LECTURERS

The article addresses the issue of developing a continuing professional development programme (CPD) for university lecturers that will embrace a cross-disciplinary approach to case studies. First, it dwells upon the research and reflections in the domains of CPD for educators, cross-disciplinarity i...

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Bibliographic Details
Published in:ТHE SOURCES OF PEDAGOGICAL SKILLS
Main Authors: BORM, J., GRYNOVA, M., LUNYOVA, T., KOHUT, I.
Format: Article in Journal/Newspaper
Language:English
Published: Poltava V.G. Korolenko National Pedagogical University 2022
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Online Access:http://sources.pnpu.edu.ua/article/view/264250
Description
Summary:The article addresses the issue of developing a continuing professional development programme (CPD) for university lecturers that will embrace a cross-disciplinary approach to case studies. First, it dwells upon the research and reflections in the domains of CPD for educators, cross-disciplinarity in science and case study as a methodology and builds upon the relevant benchmarking findings within the UTTERLY project. Then, it provides reflections on the UTTERLY project CPD course that had the case of the Arctic studies in the University of Versailles Saint Quentin-en-Yvelines in its core and required the application of the cross-disciplinary approach on the part of the course participants. Further on, the conceptual background for the arguments in favour of the cross-disciplinary approach to case studies included into CPD programmes is sought for in Humboldtian model of higher education and Jean Malaurie’s idea and ideal of the university. Arguments to advocate the application of a cross-disciplinary approach to case studies included into a CPD programme are put forward. It is suggested that the conceptual framework for cross-disciplinary approach to case studies in continuing professional development of university lecturers should be grounded upon the concepts of “flexibility”, “holistic approach”, “appreciation of diversity”, and “attention to the uniqueness of needs of educators and their students”. У статті розглянуто питання розробки концептуальних засад застосування міждисциплінарного підходу у використанні кейс-методу на курсах підвищення кваліфікації викладачів вищих навчальних закладів. Розвідка спирається на дослідження в царинах професійного розвитку освітян, міждисциплінарності в науці і кейс-методу як наукового й освітнього засобу, а також на досвіді реалізації курсу для викладачів-учасників проєкту ЕРАЗМУС+ ЕА2 “UTTERLY”, підготовленого і проведеного Університетом Версаль-Сен-Кантен-ан-Івлін (Франція) у квітні 2022 року. Наведено аргументи на користь використання міждисциплінарного підходу для ...