How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice
University teachers grow professionally from conversations about learning and teaching with colleagues. Significant informal conversations can be facilitated through formal activities initiated from the institutional side. This case-study shows how a formal institutional initiative to enhance educat...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
NTNU Open Access Journals
2023-06-01
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| Series: | Nordic Journal of STEM Education |
| Online Access: | https://www.ntnu.no/ojs/index.php/njse/article/view/4951 |
| _version_ | 1797786075129708544 |
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| author | Pernille Bronken Eidesen Oddfrid Førland Lena M. Håkansson Hanne H. Christiansen Tina Dahl Elise Strømseng |
| author_facet | Pernille Bronken Eidesen Oddfrid Førland Lena M. Håkansson Hanne H. Christiansen Tina Dahl Elise Strømseng |
| author_sort | Pernille Bronken Eidesen |
| collection | DOAJ |
| description | University teachers grow professionally from conversations about learning and teaching with colleagues. Significant informal conversations can be facilitated through formal activities initiated from the institutional side. This case-study shows how a formal institutional initiative to enhance educational quality has facilitated more significant informal conversations. Such conversations power constructive feedback to the organisation, improve the formal quality development work at the institutional level, and increase the use of collegial experiences across the institution. We identify the formal initiative “Collegial sharing sessions” as particularly efficient for fuelling significant informal conversations within and across departments. |
| first_indexed | 2024-03-13T01:02:56Z |
| format | Article |
| id | doaj.art-5314d3bbd8b444dfba5eea1e00d0c48b |
| institution | Directory Open Access Journal |
| issn | 2535-4574 |
| language | Danish |
| last_indexed | 2024-03-13T01:02:56Z |
| publishDate | 2023-06-01 |
| publisher | NTNU Open Access Journals |
| record_format | Article |
| series | Nordic Journal of STEM Education |
| spelling | doaj.art-5314d3bbd8b444dfba5eea1e00d0c48b2023-07-06T09:50:02ZdanNTNU Open Access JournalsNordic Journal of STEM Education2535-45742023-06-017110.5324/njsteme.v7i1.4951How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practicePernille Bronken Eidesen0Oddfrid Førland1Lena M. Håkansson2Hanne H. Christiansen3Tina Dahl4Elise Strømseng5Department of Biosciences, University of Oslo, NorwayDepartment of Biological Sciences, University of BergenCentre for Engineering Education, Lund University, Lund, Sweden and Department of Arctic Geology, The University Centre in Svalbard, Longyearbyen, NorwayThe University Centre in Svalbard, Longyearbyen, NorwayThe University Centre in Svalbard, Longyearbyen, NorwayThe University Centre in Svalbard, Longyearbyen, NorwayUniversity teachers grow professionally from conversations about learning and teaching with colleagues. Significant informal conversations can be facilitated through formal activities initiated from the institutional side. This case-study shows how a formal institutional initiative to enhance educational quality has facilitated more significant informal conversations. Such conversations power constructive feedback to the organisation, improve the formal quality development work at the institutional level, and increase the use of collegial experiences across the institution. We identify the formal initiative “Collegial sharing sessions” as particularly efficient for fuelling significant informal conversations within and across departments.https://www.ntnu.no/ojs/index.php/njse/article/view/4951 |
| spellingShingle | Pernille Bronken Eidesen Oddfrid Førland Lena M. Håkansson Hanne H. Christiansen Tina Dahl Elise Strømseng How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice Nordic Journal of STEM Education |
| title | How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice |
| title_full | How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice |
| title_fullStr | How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice |
| title_full_unstemmed | How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice |
| title_short | How formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice |
| title_sort | how formal initiatives to improve teaching can lead to more significant informal conversations and increased sharing practice |
| url | https://www.ntnu.no/ojs/index.php/njse/article/view/4951 |
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