Using action learning to support doctoral students to develop their teaching practice

Kirsten Besemer, Julie-Anne Regan

    Research output: Contribution to journalArticle

    Abstract

    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.
    Original languageEnglish
    Pages (from-to)209 - 220
    Number of pages12
    JournalInternational Journal for Academic Development
    Volume14
    Issue number3
    DOIs
    Publication statusPublished - 2009

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    learning
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    Keywords

    • action learning
    • teaching
    • doctoral students
    • Higher education

    Cite this

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    Using action learning to support doctoral students to develop their teaching practice. / Besemer, Kirsten; Regan, Julie-Anne.

    In: International Journal for Academic Development, Vol. 14, No. 3, 2009, p. 209 - 220 .

    Research output: Contribution to journalArticle

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