Afterword: Colleagues and Care

Reflecting on and Re-imagining PGR teacher identity in the wake of the pandemic


  • Sara Hattersley University of Warwick



teacher, identity, role, compassion, expertise


The experience and positionality of PGR teachers is well documented in academic papers, surveys, and discussions in our institutions. In the wake of the pandemic how should we conceptualise their role? What is their place? With reference to the University of Warwick specifically, but looking more widely, this afterword considers the PGR teacher experience, role, and identity alongside a perceived shift in the conversation about what matters now in Higher Education. It argues for a re-imagining of the PGR teacher role alongside more senior colleagues, who should take action to advocate in ways that will break through the liminality. 


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Author Biography

Sara Hattersley, University of Warwick

Sara leads on professional learning of postgraduates who teach, as part of Warwick’s Academic Development Centre, and is a Senior Fellow of the HEA (Advance HE). She is course leader for the Academic and Professional Pathway for Postgraduates who Teach (APP PGR) and the Postgraduate Award in Teaching and Learning in Higher Education (PGA TLHE), as well as providing mentorship and assessment across the other ADC professional pathways. Sara was a Foundation Fellow of WIHEA and collaborated with PGRs in 2021 to establish the Warwick Postgraduate Teaching Community. In 2021-2 she co-led the initiatives of the national GTA Developer Network and is an established member of the Learning Design Consultancy Unit at Warwick.