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https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

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Building on previous research on informal conversations in teachers’ academic development, this study explores how academics’ reflections on their teaching practices are shaped by online conversations with their international colleagues. In-depth interviews conducted with teachers (N = 13) at 12 higher education institutions in eight countries revealed an increase in teachers’ confidence relating to their practice, and a change in their identity as they see themselves as innovators with influence on teaching practice at their institutions.

The power of international online conversations: higher education teachers’ reflections on their impact on academic development