Abstract
Drawing upon key ideas taken from practice theory and making use of philosophical concepts developed by Parker Palmer, this chapter identifies diverse approaches to the development of rapport among university students studying in different learning contexts. Acknowledging the inherent complexity of rapport as a term, the chapter goes on to highlight factors that both enable and constrain the development of relational teaching and learning practices. In addition to this, the chapter explores the impact of collegial conversations on the development of rapport amongst academic staff, and the positive impact that this ultimately had on upon their teaching practices. From this basis the chapter explores implications relevant to research related to higher education pedagogy and professional development of academic staff.
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Notes
- 1.
For a fuller account, see Kemmis et al. (2014)
- 2.
A classroom could be a physical learning space (e.g. a lecture theatre or a tutorial room), or a virtual space (e.g. an online discussion board).
References
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Grootenboer, P., Rowan, L. (2017). Building Rapport with University Students: Building Rapport Among University Teachers. In: Rowan, L., Grootenboer, P. (eds) Student Engagement and Educational Rapport in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-46034-5_7
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DOI: https://doi.org/10.1007/978-3-319-46034-5_7
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