Literaturnachweis - Detailanzeige
| Autor/in | Gormley, Clare |
|---|---|
| Titel | It's Good to Talk: Exploring the Influence of Facilitated Teaching Conversations at an Irish University |
| Quelle | In: Innovations in Education and Teaching International, 59 (2022) 5, S.522-532 (11 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Gormley, Clare) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-3297 |
| DOI | 10.1080/14703297.2021.1905029 |
| Schlagwörter | Foreign Countries; College Faculty; Nonformal Education; Faculty Development; Professional Continuing Education; Teaching Methods; Communities of Practice; Ireland |
| Abstract | The influence of non-formal professional learning in higher education remains a relatively under-researched area. This paper aims to contribute to the literature by exploring the impact of an implementation of non-formal professional learning operating at an Irish university since April 2017. The initiative--called "The Sipping Point"--aims to promote and facilitate conversations about teaching among staff through a consistent format of monthly gatherings, short talks, and open discussion. This paper reports findings from an open-ended survey exploring the impact on participants' practice and views about education. Following a process of thematic analysis, key themes included the value of connecting with peers, the perception of the space as a source of new ideas, and a sense of encouragement to try new things in teaching practice. The study includes analysis from a lead facilitator who reports strengths, weaknesses, opportunities and threats potentially of interest to those considering similar activities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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