Virtual, physical or somewhere in between: Postgraduate pedagogies in the wake of the pandemicVol. 2 (2022)
In the second issue of the Journal of PGR Pedagogic Practice, published for the academic year 2022-23, our PGR authors reflect on their experiences of teaching throughout the pandemic, and the lessons we can learn as we move into the post-pandemic world. Many of the articles in this issue address the challenges GTAs have been confronted with in their teaching and as a part of their wider identity as postgraduate researchers. Our authors address issues of engagement through online teaching, and the innovative methods they have adopted to facilitate learning. Others engage in the important work of decolonising the classroom, explore GTA identity and wellbeing, and draw on lessons from beyond the undergraduate classroom. Since the premier issue, interest in the JPPP has grown beyond our own institution, and we hope that future issues will continue to provide fresh perspectives on the wider experiences, interactions, and practices of PGR teachers within Higher Education.
Pilot Launch Issue: Postgraduate Pandemic PedagogiesVol. 1 (2021)
In this pilot launch issue of the Journal of PGR Pedagogic Practice published for the academic year 2021-22, our PGR teacher contributors reflect on the development of their teaching during the ongoing Coronavirus pandemic. In short, honest, and critical reflections, our contributors from across the spectrum of university disciplines consider the challenges they faced during this time. Their reflections contain experimental new practices, handy tips for supporting a pedagogy of care or encountering digital inequalities and gendered spaces, a refreshing eye on established practices such as seminar teaching in computer science to Problem-Based Learning in Law, and accounts of valuable lessons learned from a year of teaching on Microsoft Teams – all embedded within an accessible engagement with the pedagogic literature. Many contain invaluable narratives of failure as well as successes, and thoughts on how to make the most of these experiences as PGRs enter a new hybrid online and offline teaching environment. Without this journal, these accounts would probably have remained private experiences. Now, however, we hope that other PGRs in similar positions and facing similar problems might find these accounts relatable, comforting, and helpful. To others, we hope they are indicative of the sort of novel pedagogies PGRs have cultivated. The editorial explores the rationale of our editorial and peer review processes and the wider background of the project. Through this experimental dialogic journal format, we hope to begin the process of bringing together an organic and self-sustaining community of practice of postgraduate researchers who teach and look forward to future issues.