Abdulghani Muthanna – författare

In this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism.

The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis.

This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.

In this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism.

The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis.

This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.

This two-volume book addresses the need for continuous professional development among educators in higher education to meet contemporary challenges and enhance teaching quality.

Teaching in higher education is a context-sensitive and culturally based activity that requires a dialogic approach between teachers and students, making it essential for educators to stay updated with the latest teaching strategies and methodologies. This first volume is focused on establishing conceptual clarity, pedagogical models and systemic frameworks that advance professionalism, underpin teaching excellence and support educational transformation in higher education, paving the way for in-depth investigation of pedagogical growth in specific contexts in Volume 2. This volume is organised into two thematic sections. Chapters in the first section explore the conceptual, philosophical, and systemic underpinnings of pedagogical competence, addressing accreditation, standardisation, and the balance between theory and practice, and laying the foundation for understanding teaching as a profession grounded in both technical expertise and ethical reflection. The second section situates pedagogical competence within institutional, cultural, and geopolitical contexts, and explores how educators in varied and sometimes fragile higher education systems negotiate development amid structural, digital, and socio-political challenges. Through case studies from Yemen and postcolonial settings, the chapters illustrate how contextual constraints can become catalysts for innovation and resilience.

An indispensable resource for educators in higher education, these two volumes address the critical need for continuous professional development, reflective practice and collaboration, for advancing pedagogical professionalism, and for ensuring that higher education remains responsive to the needs of students and society.

This two-volume book addresses the need for continuous professional development among educators in higher education to meet contemporary challenges and enhance teaching quality.

Teaching in higher education is a context-sensitive and culturally based activity that requires a dialogic approach between teachers and students, making it essential for educators to stay updated with the latest teaching strategies and methodologies. This first volume is focused on establishing conceptual clarity, pedagogical models and systemic frameworks that advance professionalism, underpin teaching excellence and support educational transformation in higher education, paving the way for in-depth investigation of pedagogical growth in specific contexts in Volume 2. This volume is organised into two thematic sections. Chapters in the first section explore the conceptual, philosophical, and systemic underpinnings of pedagogical competence, addressing accreditation, standardisation, and the balance between theory and practice, and laying the foundation for understanding teaching as a profession grounded in both technical expertise and ethical reflection. The second section situates pedagogical competence within institutional, cultural, and geopolitical contexts, and explores how educators in varied and sometimes fragile higher education systems negotiate development amid structural, digital, and socio-political challenges. Through case studies from Yemen and postcolonial settings, the chapters illustrate how contextual constraints can become catalysts for innovation and resilience.

An indispensable resource for educators in higher education, these two volumes address the critical need for continuous professional development, reflective practice and collaboration, for advancing pedagogical professionalism, and for ensuring that higher education remains responsive to the needs of students and society.