Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university

Abstract

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.

Keywords:

• academic development
• scholarship of teaching and learning
• significant networks
• Teachers’ Academy

Disclosure statement

No potential conflict of interest was reported by the authors.