International Journal for Academic Development ( IF 2.453 ) Pub Date : 2021-06-24 , DOI: 10.1080/1360144x.2021.1944160 Kate Eileen Thomson 1 , Simon Barrie 2
ABSTRACT
Talking about teaching with colleagues is one way that academics learn about university teaching. In contexts that offer inconsistent support for teaching, what influences conversations? This study investigated mid-career academics’ conversations at an Australian research-intensive university. Twenty-four academics were interviewed and the transcripts analysed using the constant comparative method. Conversations were influenced by common ground between colleagues – which is likely due to endeavouring to learn about teaching within contexts perceived as adverse. This article reports on an analysis of ‘context’ to identify the dynamic interaction between; lack of support for teaching; camaraderie, proximity, and similarity, and conversations.
中文翻译:
对话作为专业学习的源泉:探索大学教师之间的友情和共同点的动态
摘要
与同事谈论教学是学者了解大学教学的一种方式。在对教学提供不一致支持的环境中,什么会影响对话?本研究调查了澳大利亚一所研究密集型大学处于职业中期的学者的对话。对 24 位学者进行了采访,并使用常数比较法分析了成绩单。对话受到同事之间共同点的影响——这可能是由于努力在被认为不利的环境中学习教学。本文报告了对“上下文”的分析,以确定两者之间的动态交互;缺乏教学支持;友情、接近度、相似性和对话。