| Abstrakt: |
The need for this study stemmed from the central idea of improving teaching competencies, as formulated in the development plan of Tallinn University. Following numerous, but ultimately fruitless, discussions with the university staff on the issue of learning culture we turned to an appreciative approach of development research, enabling us to listen to all of the stakeholders and to consider their previous positive experience. As a result of the development research, it became clear that the skills of supporting the academic staff should be learnt in the organisation on a daily basis in co-creation and inclusive participation of the parties, and we created a model to support the professional development of the academic staff. This article presents the outcomes of this approach, outlining a set of principles supporting the professional development of the academic staff at Tallinn University and providing an analysis of how the implementation of these principles has worked in practice. We based our analysis on the theoretical view that the professional development of academic staff at the university is supported in professional communities as collaborative learning. This occurs mainly through professional networks and communities of practice, providing important support in adapting to, understanding, and embracing educational change and thus enabling academic staff to take greater responsibility for the development of education, both in their organisation and in society at large, whilst transforming relationships at the university into more trusting and supportive ones. We also demonstrate how the development research approach has influenced the university's learning culture, and the importance of supporting networking and institutional learning at the university. This study offers one possible practical experience to support the professional development of academic staff using appreciative development research to study and develop learning culture. [ABSTRACT FROM AUTHOR] |
