Transforming teaching through cooperative inquiry: meaningful research for university teachers

In 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.

Keywords

Collaborative action research, Cooperative inquiry, Reflexive collaborative autoethnography, Transdisciplinarity, Transformative pedagogy

Citation

Green 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).

URI

https://mro.massey.ac.nz/handle/10179/70266

Collections

Journal Articles

Full item page