This paper describes 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. Moreover, the intervention yielded some interesting insights into the unique situation of PGRs who also teach. One insight in particular is the conflict experienced by PGRs who are simultaneously student and colleague of their respective research supervisors. It is argued that these insights can be utilised to make long-term systemic improvements to ensure PGRs are appropriately supported in their teaching practice.
- action learning
- doctoral students
- Higher education
Besemer, K., & Regan, J-A. (2009). Using action learning to support doctoral students to develop their teaching practice. International Journal for Academic Development, 14(3), 209 - 220 . https://doi.org/10.1080/13601440903106536