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ERIC Number: EJ856737
Record Type: Journal
Publication Date: 2009-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1360-144X
Using Action Learning to Support Doctoral Students to Develop Their Teaching Practice
Regan, Julie-Anne; Besemer, Kirsten
International Journal for Academic Development, v14 n3 p209-220 Sep 2009
This paper describes the use of action learning groups to develop the teaching practice of postgraduate research students (PGRs) who are engaged in teaching and/or supporting the learning of students in their departments. Evaluation of the intervention is described from the academic developer and the participant perspective. From this evaluation it can be concluded that participants in this study benefited from the intervention and there was evidence of professional development in their teaching practice. Moreover, the intervention yielded some interesting insights into the unique situation of PGRs who also teach. One insight in particular is the conflict experienced by PGRs who are simultaneously student and colleague of their respective research supervisors. It is argued that these insights can be utilised to make long-term systemic improvements to ensure PGRs are appropriately supported in their teaching practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom