Resumo

BOUGHEY, Chrissie. Conditions constraining the potential of Educational Development to impact on the transformation of teaching and learning. CRISTAL [online]. 2024, vol.12, n.2, pp.44-59. ISSN 2310-7103.  https://doi.org/10.14426/cristal.v12i2.2297.

Changes in higher education systems across the world have led to the identification of practice and research in the field of Educational Development as a means of addressing what are often conceptualised as 'problems'. This paper argues that the field has not always met the expectations imposed upon it because of conditions constraining the agency of practitioners to produce research which will conceptualise problems meaningfully and to identify practice that will address them. In order to do this, the paper draws on, and extends, previous work (Shay, 2012; Boughey, 2022) using a framework based on Bhaskar's (1978) critical realism and Archer's (1995, 1996, 2000) social realism.

Palavras-chave : Educational Development; Social Realism; Critical Realism; Higher Education.

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