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STLHE 2015 has ended
Achieving Harmony: Tuning into Practice
Friday, June 19 • 9:30am - 10:15am
CON11.12 - Collegial supervision - turned upside down - using inter-vision to challenge the academy rethink their teaching and develop great communities of practice

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Collegial supervision is a method based on observation & reflective dialogue among peers with the purpose of developing their and improving their teaching through interaction and collective introspection. This method develops both the individual teacher’s practice as well as the community of practice (Wenger, 2000). The method is inspired by Donald A. Schön and his concepts: Reflection-in-action and Reflection-on-action (Schön, 1995), Reflective Practice The method is known as collegial Inter-vision in Denmark and is used at several HEIs in Denmark. At Roskilde University we use collegial supervision (inter-vision) as a tool for teaching quality enhancement. We organize the supervision in groups of 3 peers who observe each other teach and conduct a specific type of reflective dialogue on the basis of the observations. The supervision dialogue is anchored in the specific observations with its departure in the observed teacher’s pre-chosen focal points. In the dialogue the teachers activate and challenge their knowledge base and meta-reflect on own teaching practices (Handal).

See a video clip of teachers in a collegial supervision situation
The objective of the workshop is: 

* To present collegial supervision and the experiences from Roskilde University using this method in HE teacher development

* Break down steps for participants to try in a small simulation and then reflect/discuss usefulness compared to current practices

* Discuss the benefits and challenges of collegial supervision as a tool for raising the quality of teaching in Higher Education.

References: 

Schön, D, (1995): Reflective Practice: its implications for classroom, administration and research, A public lecture given for the Dept. of Language, Literacy & Arts Education, The University of Melbourne. 

Handal, Gunnar & Peter Lauvås (2006) Vejledning og praksisteori, Klim.

Wenger, E. (2000) Communities of Practice and Social Learning Systems Organization May 2000 vol. 7 (2), pp 225-24

Wenger, E. (1998) Communities of practice: learning, meaning, and identity (Cambridge, Cambridge University Press)


Friday June 19, 2015 9:30am - 10:15am
Cypress 1 Room

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