Colleague Observation in Interdisciplinary Academic Collaboration. Quality and Innovation in Education
Linnéa K. Jermstad, Svitlana Holovchuk, and Gunnvi Sæle Jokstad
Publisert i antologien Glocal theological education: Teaching and Learning Theology in the Light of Crisis, Wipf&Stock Publishers, 2024)
This study addresses the imperative to create a resilient educational system by enhancing preparedness for disruptions, fostering global collaboration in research and development, and strengthening the teacher workforce. The lack of readiness among teachers to maintain continuity of learning during crises underscores the need for high-quality teacher education and continuous professional development aimed at equipping educators to assess and adapt student learning. This raises essential questions about the competencies required for crisis response and, crucially, how to integrate new approaches in teaching and professional collaboration. This interdisciplinary collaboration enables an in-depth exploration of quality improvement in higher education, focusing on the alignment of local and global perspectives in shaping resilient educational practices.
In response, the DIKU project seeks to develop an innovative educational model that incorporates both traditional and novel teaching methodologies within a "glocal" framework through a partnership between NLA University College, Norway and Stellenbosch University, South Africa.
Employing an autoethnographic approach, this study explores the influence of self-reflection on pedagogical quality, drawing on a four-parameter observation model and semantic theory construction for comprehensive analysis. The approach integrates Bronfenbrenner’s system theory to examine diverse facets of teaching and learning within a crisis-responsive educational environment. This study contributes to understanding the role of adaptable, quality-centered pedagogy in higher education’s capacity to respond effectively to rapid changes and unforeseen challenges.