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

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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. Cet article decrit l'utilisation des groupes d'apprentissage par l'action (action learning groups) dans le cadre du developpement de la pratique enseignante d'etudiants des 2e et 3e cycles inscrits dans des programmes de formation a la recherche qui participent a l'enseignement. Le processus d'evaluation de ce type d'intervention est decrit du point de vue du conseiller pedagogique et du participant. Il nous a ete possible d'obtenir des preuves du developpement professionnel de ces etudiants dans le cadre de leur pratique d'enseignement. L'intervention a aussi mene a des decouvertes interessantes au sujet de la situation uniq ue de ces etudiants qui exercent des fonctions d'enseignement. Nous croyons que ces decouvertes peuvent etre utilisees de facon a apporter des ameliorations systemiques axees sur le long terme de facon a nous assurer que ces etudiants soient soutenus de facon adequate dans le cadre de leur pratique enseignante.
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Keywords: action learning; doctoral students; teaching practice

Document Type: Research Article

Affiliations: 1: Learning and Teaching Institute, University of Chester, Chester, UK 2: Department of Geography and Development Studies, University of Chester, Chester, UK

Publication date: 2009-09-01

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