Professional development practices and preferences in Irish Higher Education: insights from a regional survey

O’Brien, Emma; Moore, Gwen; Costelloe, Laura; O'Sullivan, Íde

doi:10.1080/1360144x.2022.2036155

Cited by 1 publication

(2 citation statements)

References 27 publications

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“…For the TATAL 2019 environment sub-theme, thematic coding resulted in second level sub-themes including Community for Practice (13), celebrating achievements (12), heterogeneity (11), personal development (11), beyond teaching and learning practice (10), collaboration (9), rhythm of meetings (8), reflective practice (7), commitment (6), and belonging (5).…”

Section: Main Theme: Tatal 2019mentioning

confidence: 99%

“…Professional learning and development for higher education (HE) teachers, researchers, and practitioners (which we refer to, collectively, as scholars) is often considered in terms of continuous capability or skill development, expertise or pedagogical upskilling, and knowledge acquisition through continuing education, training, mentoring, coaching, professional communities, or collaborative teams [1][2][3][4]. At its core, this learning and development of HE scholars focuses on enhancing academic practice, scholarship, and teacher performance to deliver high-quality education for students [5][6][7][8][9]. When approached through a lens of collaboration or in a collectivist manner, this professional development can support HE scholars to learn and share information among colleagues, co-construct knowledge, support and receive support from others (both instrumental-skill-based or task-focused, or socioemotional-general guidance and support), and engage in team-based activities [3,[10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

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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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