How teaching academies promote interdisciplinary communities of practice : The Helsinki Case
| Autor: | Hanna Korsberg, Liisa M Peltonen, Eeva Pyörälä |
|---|---|
| Přispěvatelé: | Department of Physiology, Teachers' Academy, Life Science Education, The Centre for University Teaching and Learning (HYPE), Department of Education, Doctoral Programme in Population Health, Doctoral Programme in Clinical Research, Faculty Common Matters (Faculty of Social Sciences), Doctoral Programme in Philosophy, Arts, and Society, Department of Philosophy, History and Art Studies, Theatre Research |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
community of practice
media_common.quotation_subject scholarship of teaching and learning GeneralLiterature_MISCELLANEOUS Education 03 medical and health sciences 0302 clinical medicine Community of practice Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Scholarship of Teaching and Learning Conversation SIGNIFICANT NETWORKS 030212 general & internal medicine Sociology L7-991 CONVERSATIONS media_common ComputingMilieux_THECOMPUTINGPROFESSION QUALITATIVE CONTENT-ANALYSIS 4. Education 05 social sciences 050301 education Education (General) ComputerApplications_GENERAL 516 Educational sciences Qualitative content analysis conversation 0503 education teaching academy |
| Zdroj: | Cogent Education, Vol 8, Iss 1 (2021) |
| Popis: | Universities invest in teaching academies to reward outstanding teachers. Few studies have been published about the impact of teaching academies on teaching communities. The aim of this study was to see who excellent academic teachers spoke to when they discussed teaching and learning, and what kind of community a Teachers' Academy established in 2013 offered to its Fellows. We analysed the answers to two open-ended questions from two surveys. The first survey (2013) was addressed to first-round applicants to the Academy in 2013 (N = 46, 32%) and the second (2018) to its Fellows (N = 56, 65%). In both surveys, most teachers had meaningful discussions with their close colleagues. In the second survey, the conversations with pedagogical experts merged with the discussions at the Academy. The 2018 survey also examined how well the Academy's key objectives of providing teachers with an interdisciplinary community and peer support had been achieved in five years. The Academy had become an important community for teachers, in which teachers shared mutual appreciation for teaching and collaborated across disciplinary boundaries and campuses. A challenge for a teaching academy is to support its fellows in implementing the principles of scholarship of teaching and learning, that is, carrying out scholarly educational projects and sharing the results locally, nationally and internationally. |
| Databáze: | OpenAIRE |
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