Transformative and troublesome: reflective blogging for professional learning about university teaching

被引：3

作者：

Smidt, Andy ^{[1
]}

Wheeler, Penny ^{[2
]}

Peralta, Louisa ^{[3
]}

Bell, Amani ^{[4
]}

机构：

[1] Univ Sydney, Speech Pathol, Lidcombe, Australia

[2] Australian Catholic Univ, Learning & Teaching Ctr, Dickson, Australia

[3] Univ Sydney, Human Movement Hlth Educ Program, Lidcombe, Australia

[4] Univ Sydney, Educ Innovat, Dickson, Australia

来源：

REFLECTIVE PRACTICE | 2018年 / 19卷 / 04期

关键词：

Academic development; collaborative reflection; academic identity; academic spaces;

D O I：

10.1080/14623943.2018.1525345

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The complexities of being an academic mean that there is often no time or space to reflect on teaching, and on academic life in general. In this study, four academics set up a private blog to share reflections on teaching. While initial commitment to the reflective blogging process was good, over time this declined. After 9 months of intermittent communication, we decided to wrap up the project and examine the experience. A qualitative analysis of the group's reflective posts and related emails revealed themes related to emotions, space and time in academic experience. We discuss why the blog space did not work as anticipated, and how such troublesome' spaces may, paradoxically, be viewed as transformative.

引用

页码：474 / 489

页数：16

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