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The role of informal conversations in developing university teaching?

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Title: The role of informal conversations in developing university teaching?
Authors: Thomson, Kate Eileen, Trigwell, Keith Randal
Source: Studies in Higher Education. Sep2018, Vol. 43 Issue 9, p1536-1547. 12p. 1 Diagram, 1 Chart, 1 Graph.
Subjects: Semi-structured interviews, College teachers, Grounded theory, Interpersonal communication, Conversation, Education research
Abstract: Within workplace contexts, professionals learn from colleagues by engaging in informal conversations, yet little is known about the contribution these types of conversations make to how academics develop as teachers. Taking a socio-cultural perspective, this article reports on the experience of mid-career academics in conversations about teaching within their departmental contexts. This study drew on semi-structured interviews with 24 academic staff working in different departments at an Australian research-intensive university. The transcripts were analysed using Glaser and Strauss’ [1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine] constant comparative method for developing grounded theory. The analysis reveals that the nature of conversations between colleagues has a distinct role in supporting academics to learn how to manage and improve their teaching practice in several unique ways, for example, through collaboration following a venting incident. Informal conversations about teaching are revealed as an avenue for continuing professional development for mid-career academics, and a productive area for future higher education research. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The role of informal conversations in developing university teaching?
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  Data: <searchLink fieldCode="AR" term="%22Thomson%2C+Kate+Eileen%22">Thomson, Kate Eileen</searchLink><br /><searchLink fieldCode="AR" term="%22Trigwell%2C+Keith+Randal%22">Trigwell, Keith Randal</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Sep2018, Vol. 43 Issue 9, p1536-1547. 12p. 1 Diagram, 1 Chart, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink><br /><searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+theory%22">Grounded theory</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+communication%22">Interpersonal communication</searchLink><br /><searchLink fieldCode="DE" term="%22Conversation%22">Conversation</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink>
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  Data: Within workplace contexts, professionals learn from colleagues by engaging in informal conversations, yet little is known about the contribution these types of conversations make to how academics develop as teachers. Taking a socio-cultural perspective, this article reports on the experience of mid-career academics in conversations about teaching within their departmental contexts. This study drew on semi-structured interviews with 24 academic staff working in different departments at an Australian research-intensive university. The transcripts were analysed using Glaser and Strauss’ [1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine] constant comparative method for developing grounded theory. The analysis reveals that the nature of conversations between colleagues has a distinct role in supporting academics to learn how to manage and improve their teaching practice in several unique ways, for example, through collaboration following a venting incident. Informal conversations about teaching are revealed as an avenue for continuing professional development for mid-career academics, and a productive area for future higher education research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2016.1265498
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