Supporting academic literacies : university teachers in collaboration for change

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Supporting academic literacies : university teachers in collaboration for change

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Publication Article, peer reviewed scientific
Title Supporting academic literacies : university teachers in collaboration for change
Author(s) Bergman, Lotta
Date 2016
English abstract
This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students’ academic literacy development. The project was conducted within a ‘research circle’ (Bergman 2014), in which the teachers engaged in a continuous dialogue where experience-based and research-based knowledge could meet. The two-year long process was divided into three phases: exchange of experiences and knowledge, small-scale empirical investigations in the participants own teaching, and presentations of the outcome of the research circle work. The main focus in this article is the second phase. The choice of small-scale-investigations, and how they were discussed and developed in the collaborative work, will be foregrounded as well as the changes that occurred in the participants’ teaching practices and how the participants value the outcome of the research circle work.
Swedish abstract
Denna artikel behandlar ett aktionsforskningsprojekt, där en grupp universitetslärare från olika discipliner reflekterar över och successivt utökar sin kunskap om hur lärare kan stödja studenter i att utveckla sitt skrivande, läsande och kritiska tänkande integrerat. Projektet genomfördes inom ramen för en "forskningscirkel " (Bergman 2014), där lärarna involverades i en kontinuerlig dialog där erfarenhetsbaserad och forskningsbaserad kunskap kunde mötas. Den två år långa processen delades in i tre faser: utbyte av erfarenheter och kunskaper, småskaliga empiriska undersökningar i deltagarnas egen undervisning och presentationer av resultatet av forskningscirkelns arbete. Huvudfokus i denna artikel är den andra fasen. Valet av småskaliga undersökningar och hur dessa diskuterades och utvecklades i gruppens kollaborativa arbete sätts i förgrunden, liksom de förändringar som skett i deltagarnas undervisning och hur deltagarna värderar resultatet av forskningscirkeln arbete.
DOI http://dx.doi.org/10.1080/13562517.2016.1160220 (link to publisher's fulltext.)
Publisher Taylor & Francis
Host/Issue Teaching in Higher Education;5
Volume 21
ISSN 1470-1294
Pages 516-531
Language eng (iso)
Subject(s) academic literacies
action research
collaboration
critical refection
teaching practices
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/20933 (link to this page)

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