Maintenir un changement positif dans la communauté de pratique en ligne des enseignants chercheurs
DOI :
https://doi.org/10.18357/otessaj.2023.3.1.42Mots-clés :
Communauté de pratique, Chercheur enseignant, interdisciplinaire, mentorat, soutien par les pairs, SoTLRésumé
En 2020, les enseignants chercheurs et les membres de l'équipe du Taylor Institute de l'Université de Calgary ont effectué une transition en douceur d'une communauté de pratique sur le campus à une communauté de pratique en ligne (OCoP). Divers chercheurs ont atteint les objectifs individuels du projet et les objectifs collectifs, tels que la rédaction d'un article co-écrit et la présentation de plusieurs présentations lors de conférences. Dans cet article, nous soulignons la valeur de l’OCoP pour rassembler des professeurs de toutes disciplines afin de partager et de tirer parti de leur expertise et de leurs perspectives diverses. Nous examinons la transition d’une communauté de pratique interdisciplinaire via le pivot vers un environnement en ligne. À travers cet article, nous décrivons nos projets individuels de bourses d'études en enseignement et apprentissage (SoTL) et comment nous avons mené ces projets au sein de l'OCoP Teaching Scholars, ainsi que nos réflexions et les principaux apprentissages résultant de cette collaboration soutenue. Nous apportons des enseignements clés et des stratégies en ligne qui peuvent éclairer et être adaptées par d'autres universitaires et institutions qui développent des communautés de pratique en ligne comme approche pour soutenir le leadership pédagogique et le changement dans la recherche et la pratique SoTL.Références
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(c) Tous droits réservés Andrew Mardjetko, Michele Jacobsen, Beth Archer-Kuhn, Cari Din, Darlene Donszelmann, Lorelli Nowell, Heather Jamniczky 2023
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