ABSTRACT

This paper explores how conversations among academics in a particular institutional context evolve, starting from the individual development of teachers and shifting in focus to institutional development. Results of our basic survey (N = 55) and semi-structured interviews with teachers (N = 13) who participated in lunch-time conversations on teaching and learning revealed that these encounters support individual academic development in several respects. Our findings also suggest that the evolution of conversations that are institutionally situated but distanced from the departmental context, may create a path to institutional change via collective learning.

摘要

本文探讨了特定机构背景下学者之间的对话如何演变，从教师的个人发展开始，然后将重点转移到机构发展。我们的基本调查 (N = 55) 和与参与有关教学和学习的午餐时间对话的教师 (N = 13) 的半结构化访谈结果表明，这些遭遇在几个方面支持个人学术发展。我们的研究结果还表明，处于制度环境但远离部门背景的对话的演变可能会通过集体学习创造一条通往制度变革的道路。