Reviewing the literature: Collaborative professional learning for academics in higher education
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Puspha Sinnayah [1] ; Trudy Ambler [1] ; Kate Kelly [1] ; Loretta Konjarski [1] ; Kathy Tangalakis [1] ; Andrew Smallridge [1]
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[1] First Year College, Victoria University, Melbourne, VIC, Australia
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- Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 61, Nº 5, 2024, págs. 862-876
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
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.
