Pedagogic Research in HE
This Learning Circle, which was led by John Kirkman and Richard Smith from 2019 to 2023, is currently on hold.
Exploratory pedagogic inquiry – a useful approach in challenging times
As a Learning Circle, we had focused since 2020 on the development of an approach to pedagogic inquiry which teachers can adopt to make sense of and improve their current practice in a very immediate and practical way. We have termed this 'Exploratory pedagogic inquiryLink opens in a new window', or 'EPI'. Our latest iteration of EPI came in the second half of spring term 2022. Here's what two previous participants said:
'This turned out to be a most useful experience. It allowed us to focus on a current problem in a fast, effective and supported way, generating quick results. The method is very solid and the peer system means having a wonderful sounding board, which contributes to further questioning. The beauty of it is that it allows quick development and self-improvement!'
- Dr Sandra Pereira, Senior Teaching Fellow, Warwick Business School
'In these difficult times it has been great to have an intellectual challenge to both provide a means to improve my teaching, refreshment and much needed interaction with other people! The focussed peer-coaching sessions and group discussion are a great combination as they have not only helped me with particular teaching problems but have given me the chance to learn from colleagues from across the whole university.'
- Professor Miriam Gifford, Head, School of Life Sciences
The process initially required the following commitment:
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Attending a series of four one-hour weekly sessions
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Engaging in a one-hour dialogue with one colleague ('peer-coaching' as referred to in above quotes) at a mutually agreed time between the weekly sessions
The first weekly session was introductory, then before each subsequent group session, participants 'peer-coach' a partner at a mutually convenient time according to a set of questions which were provided by the Circle (alternatively, if a meeting could not be arranged, it was carried out in 'self-coaching' mode).
Although this seemed to represent quite a significant time commitment, experience of the Circle members suggested that benefits included:
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Gaining peer support and new perspectives from across the University
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An enhanced understanding of teaching and learning issues
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An increased appreciation of your own achievements
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A better understanding of student perspectives
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An increased appreciation of ethical issues in practitioner research
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An improved ability to carry out practitioner research
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An increased sense of being in control of your further pedagogic development
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Enhanced ability to coach others to engage in pedagogic inquiry
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Documentation of your practice which may be useful in promotion and fellowship applications
The Circle had three working groups exploring different aspects of the approach - one group wrote up their experiences for submission to a journal, the second considered the ethics of small-scale pedagogic inquiry, and the third explored how to disseminate the approach within the university.
Members of this Learning Circle included:
- David Bather Woods
- Kogi Balakrishnan
- Catherine Bennett
- Deborah Biggerstaff
- Zhiqiong Chen
- Miriam Gifford
- Zhiyan Guo
- John Kirkman (Co-lead)
- Debbi Marais
- Celine Martin
- Ines Molinaro
- Helen Nolan
- Nancy Olson
- Martyn Parker
- Sandra Pereira
- Cathy Hampton
- Richard Smith (Co-lead)
- Elke Thonnes
- Leticia Villamediana Gonzalez
Other participants:
- Komila Tangirova
- Clytie Tian