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HERDSA TATAL tales : Reflecting on academic growth as a Community for Practice
Scott, Jennifer Pryce, Josephine Fisher, Marie Bernadette Reinke, Nicole B. Singleton, Rachelle Tsai, Angela Li, Dongmei Reid, Suzanne Eri, Rajaraman Parkinson, Ann L.
Scott, Jennifer
Pryce, Josephine
Fisher, Marie Bernadette
Reinke, Nicole B.
Singleton, Rachelle
Tsai, Angela
Li, Dongmei
Reid, Suzanne
Eri, Rajaraman
Parkinson, Ann L.
Abstract
This chapter tells the story of 13 higher education (HE) practitioners (academics and academic developers) from 10 universities across Australia and New Zealand leveraging the COVID-19 disruption as a ‘disorienting dilemma’ that precipitated transformation from a Community of Practice (CoP) to a Community for Practice (CfP). The aim is to show how the group commenced as a CoP to ‘Talk About Teaching and Learning’ (TATAL) and support one another towards HE fellowships, and grew into a CfP that supports holistic growth that benefits each member based on their specific contexts, needs, and goals. With reflections woven throughout as evidence of transformation, the purpose of this chapter is to demonstrate how an interdisciplinary, multiuniversity group has created and nurtured a sustainable CfP. Experiential learning and reflective practice models, which are underpinned by considerations of action research and collaborative autoethnography, support and account for insights into the transformative changes.
Keywords
Higher Education, universities, Australia, New Zealand
Date
2022
Type
Book chapter
Journal
Book
Academic Voices: A Conversation on New Approaches to Teaching and Learning in the post-COVID World
Volume
Issue
Page Range
269-281
Article Number
ACU Department
Centre for Education and Innovation
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
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