Community perspectives on the contextual knowledge of pedagogical development in higher education
通过芬兰一所大学联盟的焦点小组访谈，研究了教师、导师、服务提供者和学生对教学发展的看法，发现情境知识体现在个体性、协作和变革三个交织主题中，并存在差异与张力。
Higher education institutions (HEIs) face numerous global and local challenges that also have an impact on pedagogical development in higher education. Within the changes, it is important to acknowledge the contextual knowledge possessed by various actors related to pedagogical solutions and implementation. This study investigated how the contextual knowledge of pedagogical development appeared from a communal perspective. The study sought answers to the following research questions: (1) What kinds of pedagogical perceptions can be identified within the university community? (2) What factors operate as drivers of pedagogical development? (3) What are the challenges in pedagogical development? The data were collected through nine focus group interviews including teachers, supervisors, service providers and students at a Finnish university consortium. The results indicate that the contextual knowledge of pedagogical development can be characterized through intertwined themes of individuality, collaboration and change. The analysis revealed differences between focus groups’ perceptions as well as tensions between the three identified themes. The study suggests strengthening the proactive, future-oriented and multi-expertise nature of core operations, such as designing curricula, and ensuring that all members of the HEI community have the possibility to participate in the joint development work. The elements of contextual knowledge provide new insights into successful pedagogical development in HEIs. While focussing on developing single pedagogical methods, also developing the overall pedagogical culture, shared understanding of the pedagogical vision and perceiving the role of contextual knowledge as a crucial element for development can become the key to quality education.