How academic developers think about relationships between teachers (a lot of Roxå & Mårtensson papers, plus some others)

Our work as academic developers at CEE is based on how we think that relationships between teachers work, and using that to influence their conversations in a way that improves teaching. Here is (part of) the literature we base this understanding on (a lot of this from in-house research, or close collaborators).

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Currently reading: “Teachers interacting with students: an important (and potentially overlooked) domain for academic development during times of impact” (Roxå & Marquis, 2019)

I’m currently talking about trust between students and teachers at every opportunity I get, and recently Torgny pointed me to an article that he wrote a while back that I wasn’t aware of, on “Teachers interacting with students: an important (and potentially overlooked) domain for academic development during times of impact” (Roxå & Marquis, 2019), which I am summarizing here.

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Teacher-student relationships (Hagenauer et al., 2014 & 2023)

You might have noticed that I am exploring different concepts of what makes a good teacher-student relationship recently: belonging, caring, and most recently, trust. Why am I not just picking one? Short answer is that teacher-student relationships are really complicated, and those three are only some of the facets that are important, but there is no understanding yet of how they overlap or interact. Below I am writing a review of two articles that show just how many other factors are involved and how complicated it is to understand what’s going on.

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(An attempt of) setting priorities in a team to avoid burnout

For a couple of months now I have been skating dangerously close to where workload becomes unhealthy, but I recently had a really good experience planning out work (i.e. generating TONS of great ideas of what we definitely want to do) and negotiating priorities (i.e. cutting ideas back to what is realistic(ish)) for both myself and in a team, and this is how we did it: By articulating

“I value [this really important thing] EVEN OVER [this other really important thing]”

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Throwback to the pandemic: Teaching, cognitive and social presence (Rapanta et al., 2020), and zoom fatigue (Bailenson, 2021)

When I was teaching the emergency “how to teach online” courses online during the pandemic, I used to refer to an article by Rapanta et al. (2020) a lot, where they talk about teaching, cognitive, and social presence, which I want to link to in another post I am working on. But either I cannot find things on my own blog, or I was too stressed out to write a summary back then, so here we go.

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