How and What Do Academics Learn through Their Personal Networks

Autor/inn/en	Pataraia, Nino; Margaryan, Anoush; Falconer, Isobel; Littlejohn, Allison
Titel	How and What Do Academics Learn through Their Personal Networks
Quelle	In: Journal of Further and Higher Education, 39 (2015) 3, S.336-357 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2013.831041
Schlagwörter	Social Networks; Network Analysis; Learning Processes; Interviews; Faculty Development; Teaching Styles; Educational Practices; Skill Development; Teaching Skills; Teaching Methods; Educational Strategies; Mixed Methods Research; Workplace Learning; Semi Structured Interviews; Help Seeking; Communities of Practice; College Faculty; Teacher Attitudes; Teacher Improvement; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Netzplantechnik; Learning process; Lernprozess; Interviewing; Interviewtechnik; Lehrstil; Unterrichtsstil; Bildungspraxis; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Community; Fakultät; Lehrerverhalten; Ausland; Großbritannien
Abstract	This paper investigates the role of personal networks in academics' learning in relation to teaching. Drawing on in-depth interviews with 11 academics, this study examines, first, how and what academics learn through their personal networks; second, the perceived value of networks in relation to academics' professional development; and, third, whether and how network participation affects professional learning and extant teaching practice. Findings suggest that personal networks equip academics with a diverse pool of knowledge and skills about teaching, offering both professional and emotional support. What academics learn through personal networks subsequently becomes embedded in their teaching practice. In this sample, change in teaching practice is focused on application of new learning technologies and new teaching and assessment strategies. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01