Transforming teaching through cooperative inquiry: meaningful research for university teachers

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dc.citation.volumeLatest Articles
dc.contributor.authorGreen JK
dc.contributor.authorNapan K
dc.contributor.authorJülich S
dc.contributor.authorStent WJ
dc.contributor.authorThomas JA
dc.contributor.authorLee DJ
dc.contributor.authorGreen MD
dc.date.accessioned2024-07-22T03:15:41Z
dc.date.available2024-07-22T03:15:41Z
dc.date.issued2024-07-08
dc.description.abstractIn this article, seven participants from nursing, social work, accounting, fine arts, bioscience, and learning support disciplines share insights gained through participation in a transdisciplinary cooperative inquiry research group aimed at developing excellence in teaching. This Cooperative Inquiry for Reflection and Collaboration on Learning Effectiveness (CIRCLE) group promoted transformation of individual participants’ teaching as well as development of interdepartmental collaboration and camaraderie within the context of contemporary, performance-based academic environments. Collaborative, pedagogical, action research was undertaken through cooperative inquiry (CI) to explore transformative learning activities that increased teachers’ and students’ engagement while covering prescribed learning outcomes using creative approaches. The results are presented in a reflexive, collaborative autoethnography through seven authentic teacher stories. Reflections on the process and the impact of being in the research group provide evidence of the potential transdisciplinary, CI research groups offer to enhance research and teaching outcomes in higher education. These findings are significant internationally in light of the necessity to meet the increasing expectations of all stakeholders in the global tertiary education sector.
dc.description.confidentialfalse
dc.format.pagination1-21
dc.identifier.citationGreen JK, Napan K, Jülich S, Stent WJ, Thomas JA, Lee DJ, Green MD. (2024). Transforming teaching through cooperative inquiry: meaningful research for university teachers. Educational Action Research. Latest Articles. (pp. 1-21).
dc.identifier.doi10.1080/09650792.2024.2374745
dc.identifier.eissn1747-5074
dc.identifier.elements-typejournal-article
dc.identifier.issn0965-0792
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/70266
dc.languageEnglish
dc.publisherTaylor and Francis Group on behalf of Educational Action Research
dc.publisher.urihttps://www.tandfonline.com/doi/full/10.1080/09650792.2024.2374745
dc.relation.isPartOfEducational Action Research
dc.rights(c) 2024 The Author/s
dc.rightsCC BY-NC-ND 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCollaborative action research
dc.subjectCooperative inquiry
dc.subjectReflexive collaborative autoethnography
dc.subjectTransdisciplinarity
dc.subjectTransformative pedagogy
dc.titleTransforming teaching through cooperative inquiry: meaningful research for university teachers
dc.typeJournal article
pubs.elements-id489581
pubs.organisational-groupOther
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