Conversations as a source of professional learning: exploring the dynamics of camaraderie and common ground amongst university teachers

Thomson, Kate; Barrie, Simon

doi:10.1080/1360144x.2021.1944160

Cited by 7 publications

(1 citation statement)

References 25 publications

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“…Before exploring the development of our group, we situate our study within the broader literature on collaborative professional learning. Researchers have considered formal and informal approaches to academic development initiatives to develop academic identity, build professional networks, promote reciprocal learning, and foster community development beyond individual teacher effectiveness [15][16][17][18]. Further, collaborative professional learning in HE has been found to have a positive effect within a faculty, and acts to support creativity, motivation, and knowledge sharing.…”

Section: Collaborative Professional Learning-a Review Of the Literaturementioning

confidence: 99%

Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars

Scott,

Pryce,

Reinke

et al. 2023

Education Sciences

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In higher education (HE), collaborative activities that revolve around a core idea, practice, or knowledge base, such as learning circles, communities of practice or inquiry, peer observation, and peer-assisted teaching, are known to support professional learning. This paper explores the experiences of eight HE scholars from Australia and New Zealand, across four years, as they recognized a new means of collaborative professional development that transcends known approaches and extends beyond an immediate focal point. The group originally formed to support the development of HE fellowship applications, but evolved to what they now consider a community for practice (CfP), where the purpose of collaboration has changed to meet the unique learning needs of each member. During their four years of collaboration, meeting discussions were recorded, and individual and community narrative reflections about participation in the group were created. A thematic analysis of these collective data sources revealed the group’s evolution, and the authors draw on their experiences to tell their story with an aim to enhance professional learning in HE. The study highlights that individuals’ distinct and varied needs can be developed and supported through scholarly, collegial engagements such as a CfP, which does not necessarily require an immediate point of practice.

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Section: Collaborative Professional Learning-a Review Of the Literaturementioning

confidence: 99%

Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars

Scott,

Pryce,

Reinke

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

New Pathways in Redesigned Academic Career Frameworks

Sterling,

Blaj-Ward,

Simpson

et al. 2023

Redeveloping Academic Career Frameworks for Twenty-First Century Higher Education

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Spaces and Places for Connection in the Postdigital University

et al. 2022

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This study focuses on the spaces and places for learning and teaching connections in higher education. Using a photovoice research method, we ask: what role do spaces and places play in offering opportunities for learning and teaching connection, and what do they tell us about the evolving practices of teachers in contemporary higher education? Whilst considerable attention has been paid to the learning spaces of students, we argue that less attention has been devoted to the spaces in which educators learn. Our findings are considered against a backdrop of the ongoing disruption of the Covid-19 pandemic, meaning that opportunities for interaction have assumed even greater significance, and the ways in which we use and understand teaching spaces are in flux. As such, our data highlights how the move to digital and hybrid learning is blurring the boundaries of spaces and places, reorienting what it means to teach and to learn in a postdigital higher education landscape. We engage sociomaterial and spatial concepts to examine how spaces entangle with university teachers’ experiences, and we explore the shifting nature of interaction and space in post-pandemic times.

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Conversations as a source of professional learning: exploring the dynamics of camaraderie and common ground amongst university teachers

Cited by 7 publications

References 25 publications

Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars

Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars

New Pathways in Redesigned Academic Career Frameworks

Spaces and Places for Connection in the Postdigital University

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