Learning in academia is more than academic learning: action research in academic practice for and with medical academics  

Oleh:

Trevitt, Chris

Jenis: Article from Journal
Dalam koleksi: Educational Action Research vol. 16 no. 04 (Dec. 2008), page 495–515.
Topik: Academic Practice; Academic Development; Action Research; Action Learning; Threshold Concepts; Learning Trajectories; Continuing Professional Development
Fulltext: 826423__905302453.pdf (121.7KB)

Isi artikel

Academic learning traditionally involves research, and the production of journal papers, books, etc. ‘Learning in academia’ refers to academics becoming more skilful in what they do. It is what legal or medical clinicians would refer to as continuing professional education (or development) (CPE/D) which, by analogy, invokes the notion of CPE in academic practice. Action research and reflective practice through action learning processes in a graduate programme in higher education are used to promote such learning. Participants are mid-career medics. Five themes stand out: mapping the terrain to be addressed; creating the required ‘space for learning’; keeping projects confined in scope; assessment and the shift in emphasis from ‘content’ to ‘process’; and, achieving a whole that is greater than the sum of the parts. Many attributes of threshold concepts are evident, but conceiving of learning as progress along a continuum rather than crossing a singular threshold is favoured. Issues to do with promulgating CPE/D in academia, identity construction, rethinking learning, and universities are briefly addressed.

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