ERIC Number: EJ1438829
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-3297
EISSN: EISSN-1470-3300
Available Date: N/A
Reviewing the Literature: Collaborative Professional Learning for Academics in Higher Education
Innovations in Education and Teaching International, v61 n5 p862-876 2024
The literature indicates that collaborative activities can support professional learning (PL) for academics teaching in higher education (HE). Nevertheless, limited approaches for collegial PL exist that can be embedded in the day-to-day work of busy academics. This paper reports on an evidence-based approach to practice that was undertaken to develop an authentic, structured, collegial approach to PL for academics. This involved a review and synthesis of relevant literature, which revealed that collegial PL could be supported through self-initiated communities of academics; collaborative, social interaction with peers; safe, non-judgemental, supportive, conversations; critical reflection; sustained inquiry into practice; an exploration of perspectives; and bespoke resources. These findings informed the development of the Collaborative Peer-Observation Learning Circles (CPO/LC). The approach includes a four-stage process and adaptable template resources designed to facilitate academics' collegial PL while also meeting the needs of accreditation requirements in HE.
Descriptors: Teacher Education, Faculty Development, Higher Education, Cooperative Learning, Adult Learning, Evidence Based Practice, Literature Reviews, Communities of Practice, Interpersonal Relationship, Criticism, Reflection, Inquiry, Teaching Methods, Teacher Attitudes, Shared Resources and Services, Mentors
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A