I. M. Kinchin & N. E. Winstone (Eds.), Pedagogic Frailty and Resilience in the University, 123–134. © 2017 Sense Publishers. All rights reserved. LINOR L. HADAR AND DAVID L. BRODy 9. TRAJECTORIES OF PEDAGOGIC CHANGE Learning and Non-Learning Among Faculty Engaged in Professional Development Projects INTRODUCTION In the 21st century higher education contexts, academic faculty face the challenge of developing teaching practice to meet contemporary demands of the rapidly changing world. Consequently, in many higher education contexts professional learning among faculty becomes an integral component in efforts for improving teaching practice. While these endeavours may vary widely in content and format, most share a purpose to change the pedagogical practices, beliefs, and understanding of educators in order to improve student learning (Guskey, 2002). Although a desire for professional learning and growth underlie the motivation for engaging in professional learning activities, participation does not guarantee a change in teaching practice (Brody & Hadar, 2011; Opfer & Pedder, 2011). In order to achieve the goal of change, individuals must go through an internal process that involves departure from the way things used to be, entering a neutral zone that diverges from the old way but is not yet the new way, and lastly adopting a new beginning (Zellermayer & Margolin, 2005). This process experienced by individuals to achieve change is referred to in psychological literature as transition (Amado & Ambrose, 2001). Transition is dynamic in nature, representing how individuals adjust to a new situation and how they respond to change efforts as they let go of current practice or incorporate new pedagogy within their existing practice and then reorient themselves to enable new circumstances, procedures or practices. This process often disrupts existing patterns, creates uncertainty, and may result in confusion, anxiety, feelings of incompetence, and withdrawal (Bolman & Deal, 1999; Brody & Hadar, 2011; Wheatley, 2005). It may also involve conflict, stress, negotiation and compromise (Andrade, 2011). In order to adapt to the learning situation individuals in transition are involved in multiple evaluations that strongly affect learning behaviours and actions (Helsing, Howell, Kegan, & Lahey, 2008). These evaluations are not always conscious; however, they serve the individual’s adjustment to the demands of a challenging learning situation. When the professional learning context is intended to effect pedagogic practice, these considerations can cause resistance or avoidance of change, thus increasing pedagogic frailty. These sometime unconscious responses