Archives

  • Pilot Launch Issue: Postgraduate Pandemic Pedagogies
    Vol. 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.

  • Journal of PGR Pedagogic Practice Issue 2 Cover

    Virtual, physical or somewhere in between: Postgraduate pedagogies in the wake of the pandemic
    Vol. 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.

  • Journal of PGR Pedagogic Practice: Breaking Barriers and Embracing Voices; Advancing Equality, Diversity and Inclusion (EDI) in Postgraduate Pedagogies
    Vol. 3 (2023)

    The third issue of the Journal of PGR Pedagogic Practice, published for the academic year 2023-24, is a celebration of our authors’ commitment to reflecting critically on their pedagogies and creating more inclusive educational settings that embrace diversity in all its forms. We hope this issue helps our readers thoughtfully adapt their pedagogies to better serve diverse student populations. Many articles in this issue address how we can effectively break down barriers to establish educational environments that not only recognise diversity but actively nurture inclusion. Another focus of this issue is navigating intercultural communication, a practical application of Equality, Diversity and Inclusion (EDI), focusing on the complexities of intercultural interactions in educational settings. This year’s issue, with international submissions, is a testament JPPP has established itself as a platform for championing GTAs work beyond Warwick, and we hope that future issues continue to do so, whether it is providing a voice to unsung PGR champions or challenging the status quo in higher education on difficult topics.

  • Issue 4: Re/De-Constructing the Teaching Space Piece by Piece
    Vol. 4 (2024)

    The fourth issue of the Journal of PGR Pedagogic Practice, published for the academic year 2024-25, focuses on how GTA's interact with the teaching space and how their reach is far greater than it is believed. We hoe this issue connects with GTA's and their own experiences and offer new and adaptive ways of moving forward. Many articles in this issue address how we can deconstruct the current teaching space into new formats that work better for everyone. This year’s issue, follows on from last year with international submissions. The reach of JPPP as a platform to champion GTA work globally is a testament to the values of JPPP, which is to be a platform run by GTAs for GTAs, and we hope to continue this trend in future issues.