Transformative and troublesome: reflective blogging for professional learning about university teaching

Andy Smidt, Penny Wheeler, Louisa Peralta, Amani Bell

Research output: Contribution to journalArticleResearchpeer-review

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.

LanguageEnglish
Pages474-489
Number of pages16
JournalReflective Practice
Volume19
Issue number4
Early online date11 Oct 2018
DOIs
Publication statusPublished - 2018
Externally publishedYes

Fingerprint

University Teaching
Reflective
Blogging
Professional Learning
Teaching
Blogs
Electronic Mail
Communication
Emotion
Qualitative Analysis

Keywords

  • academic development
  • collaborative reflection
  • academic identity
  • academic spaces

Cite this

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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 journalArticleResearchpeer-review

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