GTAs Re/De-Constructing the Learning and Teaching Space Piece by Piece

Call for Papers: JPPP Issue 4

The Warwick Postgraduate Teaching Community are pleased to announce the Call for Papers for Issue 4 of the Journal of PGR Pedagogic Practice (JPPP). We invite article submissions for pieces discussing all aspects of the PGR teacher experience in relation to our theme call.

The pilot issue of the JPPPLink opens in a new window launched in autumn 2021, and featured articles which reflected primarily on teaching during the pandemic, and the particular challenges (or opportunities) presented when teaching virtually. The second issueLink opens in a new window, launched in October 2022, featured articles on the themes of PGR teacher identity, innovative teaching methods and technology-enhanced learning, and GTAs beyond the classroom. The third issueLink opens in a new window of the JPPP, encouraged submissions which delved into innovative strategies, pedagogical practices, and research related to EDI in postgraduate teaching experience. And in Issue 4 we invite submissions considering the nuanced, innovative and meaningful ways in which PGR teachers make a difference to their students, all whilst navigating their own multifaceted position.

About the JPPP

The Journal of PGR Pedagogic Practice is a unique space for postgraduate researchers who teach, or those associated with this teaching specialism, to write in a scholarly way about their pedagogy and practice. The focus is on narratives and sharing around this community of colleagues to better understand the nuances of PGR teacher work.

To see previous issues of the JPPP and find out more, click here.

Postgraduate researchers who teach (GTAs) are at the heart of the pedagogical experience: close to and interconnected with student learning, across the disciplines. This might include eliciting understanding in a seminar, monitoring and guiding lab practice, carefully assessing student work or listening to students’ concerns and issues. Small actions by PGR teachers lead to positive changes for students. Being in such an embedded position means that PGRs are often quietly and meaningfully making changes, disrupting practice, providing inspiration and advocating for students: breaking down and reconceptualising learning in action.

At the same time, PGR teachers occupy an identity which is multifaceted, as early career researchers and teachers. This space is often one of flux, competing priorities and complementarity. How PGR teachers see themselves, in relation to the challenges of learning and teaching in Higher Education, and how this intersects with their students’ learning experience is a unique area of exploration.

This call for papers for the fourth edition of the JPPP invites PGR teachers, or those connected to their work, to submit an abstract on one or more of the following discursive themes:

• • • Impact of AI: How does this affect our teaching, our students and how do GTAs use AI creatively in their work?

    • Crossing disciplinary boundaries: How are GTAs implementing interdisciplinary practices across communities?

    • Innovation in teaching practice: How are 'less seen' creative PGR pedagogies impacting on student learning and on departments?

    • Overcoming GTA challenges: How are GTAs navigating the professional space they occupy, redefining their own roles, and impacting student learning?

    • Wellbeing & Support: How are GTAs making a difference to the affective side of learning, supporting students and bringing compassion?

    • Professional development: How are GTAs using peer dialogue continuous professional learning, mentoring and reflection to enhance their work?

Submit an abstract of 250 words (max) outlining your suggested contribution via this formLink opens in a new window by 8th July at 23:59. Following acceptance, which will be communicated by 22nd July, finished articles should be submitted to us by 9th September.