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Deliberative academic development with university teachers in times of crisis
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).ORCID iD: 0000-0001-8555-6398
Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).ORCID iD: 0000-0002-0190-8227
2022 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 27, no 2, p. 163-175Article in journal (Refereed) Published
Abstract [en]

When stable and reliable practices were disrupted due to the global pandemic, university teachers were forced to promptly adapt. Through Q sorting and deliberative dialogues, this study reports how university teachers shifted their normative values concerning successful future learning environments during the first year of the pandemic. Results provide valuable insight into first-person accounts of lived experiences and suggest recommendations for the next phase of academic development, including a stronger focus on hybridity and student responsibility. In general, participants held more pedagogical discussions in times of crisis and emerged as more reflective practitioners.

Place, publisher, year, edition, pages
Routledge, 2022. Vol. 27, no 2, p. 163-175
Keywords [en]
Academic developers, crisis, deliberative dialogues, holistic, learning environment, Q sorting
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-54100DOI: 10.1080/1360144X.2022.2084742ISI: 000823820000001Scopus ID: 2-s2.0-85134051178OAI: oai:DiVA.org:mau-54100DiVA, id: diva2:1685353
Available from: 2022-08-02 Created: 2022-08-02 Last updated: 2024-02-05Bibliographically approved

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Lundberg, AdrianStigmar, Martin

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
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  • de-DE
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