Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education [Scholarly Artical - Higher Education, May 2022]

Title:

Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education 

 

Authors:

Siru Myllykoski-Laine, Liisa Postareff, Mari Murtonen & Henna Vilppu 

 

Published:

Higher Education, 25 May 2022

https://link.springer.com/article/10.1007/s10734-022-00873-1

(Open Access)

 

Abstract:

The teaching and pedagogical development of academic communities is influenced by different contextual elements, which may not be apparent in everyday community practices, but may become evident through deeper reflection of the context. This study approaches these elements from the perspective of a supportive pedagogical culture for teaching and pedagogical development. The data consist of Finnish university teachers’ descriptions of teaching and its development in their work communities through thematic interviews (N = 51). Through inductive qualitative content analysis, meaningful elements of the communities’ pedagogical culture were identified, which represent (a) values and attitudes, (b) norms and principles, and (c) practices and structures in the community. The study proposes a framework of supportive elements of pedagogical culture that should be acknowledged when promoting the development of teaching in university communities. Based on the findings, it is especially important to establish a culture of sharing and to promote the value of teaching through various cultural elements.

 

Scholarly Article (January 2020) - Good teaching as care in higher education (by Vivienne Anderson [et al.])

Title:
Good teaching as care in higher education

Authors:
Vivienne Anderson [et al.].

Published:
Higher Education, January 2020, 79(1):1-19
Available: https://link.springer.com/article/10.1007/s10734-019-00392-6

From the abstract:
"In this article, we discuss a research project that explored diverse students’ conceptions of good teaching and effective learning at a research-intensive university in Aotearoa New Zealand, using focus group discussions, critical incident technique and photovoice. Participants included 55 Māori, Pacific, international and (other) local students enrolled in Health Science and Humanities subjects."