I have chosen reflexive Thematic Analysis (Braun & Clarke, 2022). Therefore, I will use my own positionality, as practitioner/educator, in the process of meaning-making from the data. As this study is rooted in pedagogy, hence a theory-based approach, I will be applying the deductive method. Specifically, I’m investigating inclusivity in current teaching practice through open-ended interviews, so this approach provides me with the possibility to co-create nuanced meaning with interviewees.
Data collection centred around the following topics:
- Scaffolding tools
- Feedback
- Professional context
With inclusivity in practice being the overarching aim, I identified two main themes in coding. Data showed varied structuring and scaffolding of crit sessions through methods often shaped by formal pedagogy design (formality theme). Within this were different approaches to achieving an inclusive environment.
The focus on professional context provided me with a second theme centred around differentiating perspectives and methods in inviting the students to explore industry skills in the classroom. It also provided me with varied responses on its validity in academia.
Formality as a facilitator of inclusivity
Whilst the degrees and approaches in applying overall formality to the cite sessions varied between participants, it was a key element in all delivery designs. In terms of preparation, only Tutor B (with 14 years of experience in FE) introduced a teaching approach guided by ‘unpacking’ and ‘breaking down things small’. The scaffolding applied by the tutor was a ‘blueprint presentation template’, which was introduced in an earlier session to be completed with students’ concepts and visual outcomes – importantly, all with the same format and instruction. They then had the opportunity to trial present and get feedback. Here, the formality of the template provided clarity for students with issues around presentation caused by any hidden disabilities, as well as being helpful for second language learners. It also resolved any issues about parity and facilitated better assessment. Scaffolding tools were not introduced by the other tutors, but the template approach emerged in the discussion. However, Tutor A felt that the methods may be restrictive of students’ creative processes.
Feeback was approached differently by all tutors. A and C had tutor feedback in class, A allowed students to record their feedback whilst B provided written feedback later. To encourage peer feedback C promoted a ‘safe space’ approach for ’autonomous learners’ and ‘the inclusivity of the (academic) space created from day one’, whilst B divided the cohort into smaller feedback groups in which students were provided a ‘crit topics prompting feedback resource’ which they completed in these groups.
Professional context as part of the crit
Data on professional practice as an element of the crit revealed varied opinions. To what degree is it useful to make explicit connections between academic and professional presentations (pitching) with the aim of fostering inclusivity? Both A and B were apprehensive, affirming that boundaries between the two worlds should be firm. A responded plainly that ‘this is not industry, this is education’ but both agreed that there may be similarities to the skill itself, worth refining. C’s opinion was somewhat different, agreeing to the re-framing into a pitch ‘the more they practice that, or stretch that particular muscle or skill the less daunting it’s going to be to actually engage as a professional practice’ and that it is key to learn ‘..this professional standard of the way that people talk about ideas’. For C, academia and industry are essentially not ‘mutually exclusive’.
Varying opinions were also expressed on the topic of industry professionals teaching in academia. B responded: ‘we have enormous skills that we wouldn’t have if we only worked in industry’. A revealed that industry practitioners were often only promoting their work and generally lacking teaching skills. Only C responded that (with coaching and preparation), industry practitioners who have taken on roles of associate lecturers, have successfully developed pedagogic skills but also provide current industry context. These practitioners form the core teaching team alongside employed academics on her course.
Bibliography
Braun, V. & Clarke, V. (2022) Thematic analysis: A practical guide. London: Sage.