The value of academics' formal and informal interaction in developing life science education

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http://hdl.handle.net/10138/318277

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Katajavuori , N , Virtanen , V , Ruohoniemi , M , Muukkonen , H & Toom , A 2019 , ' The value of academics' formal and informal interaction in developing life science education ' , Higher Education Research and Development , vol. 38 , no. 4 , pp. 793-806 . https://doi.org/10.1080/07294360.2019.1576595

Title: The value of academics' formal and informal interaction in developing life science education
Author: Katajavuori, Nina; Virtanen, Viivi; Ruohoniemi, Mirja; Muukkonen, Hanni; Toom, Auli
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, Helsinki In Vivo Animal Imaging Platform (HAIP)
University of Helsinki, University Management
University of Helsinki, Department of Education
Date: 2019-06-07
Language: eng
Number of pages: 14
Belongs to series: Higher Education Research and Development
ISSN: 0729-4360
URI: http://hdl.handle.net/10138/318277
Abstract: Concerns have been expressed that the engagement shown by committed individuals is not fully utilized by their organizations while there is insufficient knowledge of which conditions facilitate teaching collaboration and lead to improvements in university education. Portfolios of 43 life science academics applying to enter to the University of Helsinki Teachers' Academy were analyzed through content analysis. Five categories of interactive or collaborative practices emerged from the data: (1) Interacting with peers for personal development, (2) Sharing good teaching practices, (3) Teaching together, (4) Producing educational artefacts, (5) Developing education systematically. The practices occurred in both formal and informal settings, and both settings were present in all categories. In contrast with the formal practices, the informal practices were described in an enthusiastic way. The engagement shown by the scholarly teachers was mostly realized in informal settings. There is probably unrealized potential in the scholarly teachers' teaching-related practices through which they could contribute to the development of teaching in academia. Formal communities related to teaching should be developed to promote deeper collaboration and to foster the participants' feeling of personal commitment and ownership.
Subject: Informal and formal practices
community of practice
scholarship of teaching
life sciences
university
SCHOLARSHIP
COMMUNITIES
NETWORKS
SUPPORT
516 Educational sciences
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