Don't hold me back: Using poetic inquiry to explore university educators’ experiences of professional development through the Scholarship of Teaching and Learning

Daphne Loads, Hazel Marzetti, Velda McCune

Research output: Contribution to journalArticlepeer-review

Abstract

Institutional schemes that offer financial and other support to carry out Scholarship of Teaching and Learning projects have a valuable part to play in the personal and professional development of academic staff. We investigated the experiences of 12 recipients of the University of Edinburgh SoTL Scheme awards, drawing on a poetic inquiry approach in order to understand what that development meant to them. We found that poetic inquiry surfaced stumbling points and frustrations as well as triumphs and transformation and provided insight into the kinds of emotional and practical support required by participants. Unexpectedly, it also shed light on methodological issues for the researchers.
Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalArts and Humanities in Higher Education
Early online date13 May 2019
DOIs
Publication statusE-pub ahead of print - 13 May 2019

Keywords

  • academic development
  • poetic transcription
  • Scholarship of Teaching and Learning
  • research methodology

Fingerprint

Dive into the research topics of 'Don't hold me back: Using poetic inquiry to explore university educators’ experiences of professional development through the Scholarship of Teaching and Learning'. Together they form a unique fingerprint.

Cite this