Can ‘pooling teaching tips’ be more than ‘pooling teaching tips’?

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH

Tertiary Education and Management Pub Date : 2018-04-24 DOI:10.1080/13583883.2018.1465117

Colin O’Byrne, Gwynaeth McIntyre, C. Lie, Sheena Townsend, Benjamin Schonthal, Kerry Shephard

引用次数: 3

Abstract

There is increasing interest in how academic development of various kinds influences university teaching and student learning. To date the focus has been on formal, expert-led opportunities to learn how to teach. Our institution has developed a less formal, participant-led forum for teaching staff that was initially established to share ideas on teaching techniques and skills. We report here on participant-led research that explores if and how this model of group learning works, and how it might relate to other models that have been applied to tertiary teaching development. Authors adopted a self-study research framework incorporating a collaborative autoethnography. The data emphasises how participants use this forum as a community of practice, as a means for deep engagement with learning about teaching, and as a means to rationally manage their learning against a backdrop of challenges associated with learning to teach in research-led higher education.

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“汇集教学技巧”会比“汇集教学经验”更重要吗？

人们对各种学术发展如何影响大学教学和学生学习越来越感兴趣。到目前为止，重点是由专家引导的学习如何教学的正式机会。我们的机构为教职员工开发了一个不太正式的、由参与者主导的论坛，最初是为了分享教学技术和技能的想法。我们在这里报道了参与者主导的研究，该研究探讨了这种集体学习模式是否以及如何运作，以及它与其他已应用于高等教育教学发展的模式之间的关系。作者采用了一个自学研究框架，结合了一个合作的民族志。数据强调了参与者如何将该论坛作为一个实践社区，作为深入参与教学学习的一种手段，以及在研究主导的高等教育中，在学习教学面临挑战的背景下，如何合理管理自己的学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tertiary Education and Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

0.00%

发文量

期刊介绍： Tertiary Education and Management (TEAM) is an international, interdisciplinary and peer-reviewed journal that welcomes research contributions that reflect upon, study or question main developmental trends and practices, and address current and future challenges in higher education. The thematic focus of TEAM includes management, governance and organisation of higher education; teaching and learning in higher education; the academic profession and academic careers; higher education and the labour market; and institutional research in higher education. TEAM is jointly published by Springer and EAIR – The European Higher Education Society, and is intended to contribute to EAIR’s mission of creating a better linkage of research, policy and practice in higher education.Articles submitted should as a consequence be written for, understood by, and be relevant for a multicultural, multifaceted and international audience, consisting of both the international academic community and the field of practice within higher education. TEAM welcomes articles using a variety of approaches, methods and perspectives given that the article demonstrate the relevance of the research in a broader context whether this be in other higher education institutions, other national settings or in the international arena. Occasionally, the journal also publishes articles where personal viewpoints/experiences or political arguments are made to stimulate discussion and reflection, or to challenge established thinking in the field of higher education. Such pieces are published in a dedicated ''Forum'' section of the journal.