Using action learning to support doctoral students to develop their teaching practice

Hdl Handle:
http://hdl.handle.net/10034/254555
Title:
Using action learning to support doctoral students to develop their teaching practice
Authors:
Regan, Julie-Anne; Besemer, Kirsten Laurisse
Abstract:
This article discusses 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. One insight in particular is the conflict experienced by PGRs who are simultaneously student and colleague of their respective research supervisors. Suggestions are made as to how to ensure PGRs are appropriately supported in their teaching practice.
Affiliation:
University of Chester
Citation:
International Journal for Academic Development, 14(3), 2009, pp. 209-220
Publisher:
Routledge
Journal:
International Journal for Academic Development
Issue Date:
5-Dec-2012
URI:
http://hdl.handle.net/10034/254555
Additional Links:
http://www.ingentaconnect.com/content/routledg/rija
Type:
Article
Language:
en
Description:
This article is not available through ChesterRep.
ISSN:
1360144X
EISSN:
14701324
Appears in Collections:
Learning and Teaching Institute

Full metadata record

DC FieldValueLanguage
dc.contributor.authorRegan, Julie-Anneen_GB
dc.contributor.authorBesemer, Kirsten Laurisseen_GB
dc.date.accessioned2012-12-05T11:48:23Z-
dc.date.available2012-12-05T11:48:23Z-
dc.date.issued2012-12-05-
dc.identifier.citationInternational Journal for Academic Development, 14(3), 2009, pp. 209-220en_GB
dc.identifier.issn1360144X-
dc.identifier.urihttp://hdl.handle.net/10034/254555-
dc.descriptionThis article is not available through ChesterRep.en_GB
dc.description.abstractThis article discusses 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. One insight in particular is the conflict experienced by PGRs who are simultaneously student and colleague of their respective research supervisors. Suggestions are made as to how to ensure PGRs are appropriately supported in their teaching practice.en_GB
dc.language.isoenen
dc.publisherRoutledgeen_GB
dc.relation.urlhttp://www.ingentaconnect.com/content/routledg/rijaen_GB
dc.subjectaction learningen_GB
dc.subjectdoctoral studentsen_GB
dc.subjectteaching practiceen_GB
dc.titleUsing action learning to support doctoral students to develop their teaching practiceen
dc.typeArticleen
dc.identifier.eissn14701324-
dc.contributor.departmentUniversity of Chesteren_GB
dc.identifier.journalInternational Journal for Academic Developmenten_GB
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