Abstract
The complexities of being an academic mean that there is often no time or space to reflect on teaching, and on academic life in general. In this study, four academics set up a private blog to share reflections on teaching. While initial commitment to the reflective blogging process was good, over time this declined. After 9 months of intermittent communication, we decided to wrap up the project and examine the experience. A qualitative analysis of the group’s reflective posts and related emails revealed themes related to emotions, space and time in academic experience. We discuss why the blog space did not work as anticipated, and how such ‘troublesome’ spaces may, paradoxically, be viewed as transformative.
| Language | English |
|---|---|
| Pages | 474-489 |
| Number of pages | 16 |
| Journal | Reflective Practice |
| Volume | 19 |
| Issue number | 4 |
| Early online date | 11 Oct 2018 |
| DOIs | |
| Publication status | Published - 2018 |
| Externally published | Yes |
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Keywords
- academic development
- collaborative reflection
- academic identity
- academic spaces
Cite this
}
Transformative and troublesome : reflective blogging for professional learning about university teaching. / Smidt, Andy; Wheeler, Penny; Peralta, Louisa; Bell, Amani.
In: Reflective Practice, Vol. 19, No. 4, 2018, p. 474-489.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Transformative and troublesome
T2 - Reflective Practice
AU - Smidt, Andy
AU - Wheeler, Penny
AU - Peralta, Louisa
AU - Bell, Amani
PY - 2018
Y1 - 2018
N2 - The complexities of being an academic mean that there is often no time or space to reflect on teaching, and on academic life in general. In this study, four academics set up a private blog to share reflections on teaching. While initial commitment to the reflective blogging process was good, over time this declined. After 9 months of intermittent communication, we decided to wrap up the project and examine the experience. A qualitative analysis of the group’s reflective posts and related emails revealed themes related to emotions, space and time in academic experience. We discuss why the blog space did not work as anticipated, and how such ‘troublesome’ spaces may, paradoxically, be viewed as transformative.
AB - The complexities of being an academic mean that there is often no time or space to reflect on teaching, and on academic life in general. In this study, four academics set up a private blog to share reflections on teaching. While initial commitment to the reflective blogging process was good, over time this declined. After 9 months of intermittent communication, we decided to wrap up the project and examine the experience. A qualitative analysis of the group’s reflective posts and related emails revealed themes related to emotions, space and time in academic experience. We discuss why the blog space did not work as anticipated, and how such ‘troublesome’ spaces may, paradoxically, be viewed as transformative.
KW - academic development
KW - collaborative reflection
KW - academic identity
KW - academic spaces
UR - http://www.scopus.com/inward/record.url?scp=85054928148&partnerID=8YFLogxK
U2 - 10.1080/14623943.2018.1525345
DO - 10.1080/14623943.2018.1525345
M3 - Article
VL - 19
SP - 474
EP - 489
JO - Reflective Practice
JF - Reflective Practice
SN - 1462-3943
IS - 4
ER -