Journal of PGR Pedagogic Practice <p>The<em> Journal of PGR Pedagogy Practice</em> is a co-created peer-reviewed journal organised by a multidisciplinary team of postgraduates for all postgraduates, and anyone interested in supporting their teaching practice. We provide a space for postgraduate researchers (PGRs) to share their unqiue perspectives on their teaching practice, their successes and their failures, and their experiences in higher education. We hope to offer comforting examples and thought-provoking reflections for the wider community of PGRs. To others, we hope they are indicative of the sort of novel pedagogies PGRs have cultivated and the challenges they faced in their teaching.</p> <p>The Journal is published by <a title="Warwick Postgraduate Teaching Community" href="">Warwick PTC</a>. </p> <p> </p> University of Warwick Press en-US Journal of PGR Pedagogic Practice 2754-8775 The Journal of PGR Pedagogic Practice and the Warwick PGR Teaching Community <p>In this editorial, I introduce our pilot launch issue on postgraduate pandemic pedagogies. I explain our rationale for our experimental dialogic journal and outline our ambition through the wider project the journal is a part of. We hope to bring together an organic and self-sustaining community of practice of postgraduate researchers who teach.</p> Josh Patel Copyright (c) 2021 Josh Patel 2021-11-09 2021-11-09 1 3 9 10.31273/jppp.vol1.2021.925 Postgraduate Researchers and their Relationship to Teaching <p>Many postgraduate researchers (PGRs) take part in teaching or have teaching-related opportunities at Warwick, but currently, little is formally documented about their experiences. The aim of this research is to find out more about PGRs and teaching at Warwick, and to provide some insight into their experiences, many of which will have been impacted by the COVID-19 pandemic. This brief overview seeks to highlight some of the initial findings from an inaugural Warwick survey of PGRs, made in relation to teaching.</p> Kate Lewis Copyright (c) 2021 Kate Lewis 2021-11-09 2021-11-09 1 10 14 10.31273/jppp.vol1.2021.926 In Search of Lost Space <p>In this reflection, I discuss the changing affordances of physical and virtual spaces in PGR seminar teaching during the Covid-19 pandemic. I start by reviewing how physical space has been conceptualised in the pedagogical literature in terms of its material aspects, affordances, and interactions with users. I then translate the above concepts to virtual teaching spaces. I discuss how the affordances of both physical and virtual spaces have evolved throughout the different stages of the pandemic, exemplifying the process through my personal experience of seminar teaching. I conclude with a personal reflection on the challenges and unexpectedly positive consequences of having to dynamically adapt one’s pedagogy to changing affordances and constraints.</p> Matteo Mazzamurro Copyright (c) 2021 Matteo Mazzamurro 2021-11-09 2021-11-09 1 15 21 10.31273/jppp.vol1.2021.927 Filling the Void <p>This reflective piece records my experience of switching to online seminars during the pandemic with small groups of first year English literature undergraduates. I reflect on issues I experienced promoting student interaction in small group seminars and how professional development opportunities available through the Warwick Academic Development Centre helped with my use of technology and improving the level of engagement. I hope that it contains some ideas which may be useful starting points for PGRs looking to develop flipped or blended learning environments in the future. Perhaps it will also shed light on the way the current cohort of students reacted to online learning which may help in supporting them when returning to more traditional, or, more likely, hybrid pedagogies.</p> Lindy Rudd Copyright (c) 2021 Lindy Rudd 2021-11-09 2021-11-09 1 22 26 10.31273/jppp.vol1.2021.928 Problem-Based Learning in a Virtual Environment <p>The ongoing COVID-19 pandemic has disrupted teaching and learning in higher education institutions, presenting novel challenges for both staff and students alike. These challenges have had an immense impact in the way postgraduate research (PGR) teachers perform their dual responsibilities as both students and teachers. Achieving a seamless transition from in-person to virtual learning was an arduous task. To this end, pedagogies evolved to accommodate the use of remote conferencing, video capture and other real time communication tools that facilitate virtual collaboration between staff and students. In this paper, I highlight the challenges of integrating online learning with a problem-based learning (PBL), a signature pedagogy employed by law and business schools. I draw on my personal experiences as a student and PGR teacher during the pandemic, and suggest proactive mitigation responses.</p> Joy Oti Copyright (c) 2021 Joy Oti 2021-11-09 2021-11-09 1 27 32 10.31273/jppp.vol1.2021.929 There's No 'I' in Teams <p>This short reflection is about community-building in the classroom. It draws on personal experiences of Microsoft Teams from the last twelve months or so, and makes some suggestions for why community-building doesn’t always work as well as desired. I don’t propose hard-and-fast rules or specific ‘do’s’ and ‘dont’s’ but, hopefully, some light food-for-thought and reassurance for tutors who’ve been suffering connection issues whilst teaching online.</p> Pierre Botcherby Copyright (c) 2021 Pierre Botcherby 2021-11-09 2021-11-09 1 33 39 10.31273/jppp.vol1.2021.930 Online Teaching and Digital Inequalities <p>In this brief piece, I look back at the experience of teaching logic seminars in a fully online setting during the past winter, reasoning on the strategies I adopted to adapt to the situation and to mitigate difficulties emerging from digital inequalities. I highlight how, in some cases, overcoming practical difficulties generated by the online environment led to unexpected positive outcomes and how, in others, the issues persistently affected the students’ experience in a way that was difficult to attenuate.</p> Giulia Lorenzi Copyright (c) 2021 Giulia Lorenzi 2021-11-09 2021-11-09 1 40 43 10.31273/jppp.vol1.2021.931 3 Minutes: From Zero to Hero <p>A reflection on the trial of three-minute student showreel video presentations, in place of a virtual rendition of a traditional academic poster session, in an interdisciplinary conference held online during the Covid-19 pandemic. I revisit the motivation for suggesting this pedagogical approach and reflect on the different learning stakeholders which contributed to the learning strategy’s success.</p> Daniela Sordillo Copyright (c) 2021 Daniela Sordillo 2021-11-09 2021-11-09 1 44 46 10.31273/jppp.vol1.2021.932 Experiencing Masculinity in the Classroom <p>In this piece, I reflect upon my experiences of masculinities in different teaching and learning spaces. I draw upon existing literature concerned with laddism and compare how masculinity is performed differently in different spaces.</p> Alice King Copyright (c) 2021 Alice King 2021-11-09 2021-11-09 1 47 50 10.31273/jppp.vol1.2021.933 Teaching Beyond Timetable <p>This article explores the use of PhD research at the forefront of technology to manufacture lifesaving PPE items such as face shields and how this University based research enabled face-to-face teaching to resume in the School of Engineering.</p> Elizabeth G. Bishop Copyright (c) 2021 Elizabeth G. Bishop 2021-11-09 2021-11-09 1 51 55 10.31273/jppp.vol1.2021.934 A Comparison of University and School Tutorial Teaching <p>In the Spring term of 2021, I performed two online tutorial-based teaching roles. One was with groups of second year university Statistics students; the other was with groups of Year 11 GCSE Mathematics students. In this essay I aim to compare those experiences and draw out some learnings for PGR teaching practice.</p> Ian Hamilton Copyright (c) 2021 Iam Hamilton 2021-11-09 2021-11-09 1 56 63 10.31273/jppp.vol1.2021.935 Afterword <p>In this afterword, I reflect on my involvement in one element of Warwick’s pandemic contingency work and how PGR tutors made a significant contribution. I consider this in light of the pieces in this inaugural JPPP issue, looking at what this tells us about the value of working with postgraduate researchers who teach, with reference to recent activities, events and surveys and through the lens of persistence in learning.</p> Sara Hattersley Copyright (c) 2021 Sara Hattersley 2021-11-09 2021-11-09 1 64 70 10.31273/jppp.vol1.2021.936