Collaborative close reading of teaching texts: one way of helping academics to make sense of their practice

Abstract

In this paper, I draw attention to a lively and accessible way of helping academics to make sense of their practice as teachers. First, I define ‘collaborative close reading’ and ‘teaching texts’. Then I invite the reader to eavesdrop on three (lightly fictionalised) reading sessions. Finally, I suggest some guidelines for facilitators.

Keywords:

• academic development
• close collaborative reading
• teaching

Acknowledgement

The author would like to thank Kay Williams and Natalie Poyser.