Collaborative Transformations: Cooperative Inquiry as a Catalyst for Change

This research demonstrates that cooperative inquiry (CI) offers authentic opportunities for academics to transform their teaching, paving the way for additional collaborative practices in higher education across a range of disciplines. Using data from cycles of action and reflection, a multidiscipli...

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Bibliographic Details
Published in:Journal of transformative education 2018-07, Vol.16 (3), p.246-267
Main Authors: Napan, Ksenija, Green, Jennifer K., Thomas, Judith A., Stent, Warwick J., Jülich, Shirley J., Lee, Debora, Patterson, Lynnemaree
Format: Article
Language:English
Subjects:
Accountability
Anxiety
College Faculty
Educational Change
Epistemology
Foreign Countries
Friendship
Higher Education
Instructional Innovation
Interdisciplinary Approach
Meetings
Reflective Teaching
Teacher Attitudes
Teacher Collaboration
Teacher Student Relationship
Teaching Methods
Transformative Learning
Trust (Psychology)
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Summary:This research demonstrates that cooperative inquiry (CI) offers authentic opportunities for academics to transform their teaching, paving the way for additional collaborative practices in higher education across a range of disciplines. Using data from cycles of action and reflection, a multidisciplinary group of seven tertiary teachers committed to monthly meetings over a period of 18 months. This collaborative process enabled expansion of personal, professional, and institutional boundaries in terms of how learning can occur through transformed and transformative teaching approaches. Our commitment led to innovative teaching practices that emerged from our CI process. Challenges of this approach and possible ways to overcome them are addressed. This research led primarily to transformation of self and enhanced academic relationships. It also provides insights regarding the potential to transform tertiary learning institutions and contribute to the development of academics who are inspired to be more appreciative of and engaged with their students.
ISSN:1541-3446
1552-7840
DOI:10.1177/1541344617736636