[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598663-105":59,"doc-detail-598663-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","inspiring-academics-to-engage-in-collegial-socialization-pedagogical-provocations","Inspiring Academics to Engage in Collegial Socialization: Pedagogical Provocations","","In collegial socialization-focused teaching development, the paper addresses why voluntary models struggle to engage academics in professional learning during their own time. It argues that workshops alone are ineffective and that private, individualized teaching undermines institutional competence. The University of Alberta’s “pedagogical provocations” symposium series is presented as a structured approach using provocative dialogue, moderated discussion, and themed sessions to build participation and belongingness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inspiring-academics-to-engage-in-collegial-socialization-pedagogical-provocations/598663/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inspiring-academics-to-engage-in-collegial-socialization-pedagogical-provocations/598663.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper say teaching development programs centered on workshops may not work?","Question",{"text":112,"@type":113},"It notes that workshops are widely acknowledged as ineffective for enhancing teaching development among academics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is “pedagogical provocations” and how is it designed?",{"text":117,"@type":113},"It is a symposium series that fosters collegial dialogue through themed sessions with provocative topics, supported by a moderator, a diverse panel, and audience Q&A.",{"name":119,"@type":110,"acceptedAnswer":120},"What observation about attendance and engagement does the paper report?",{"text":121,"@type":113},"Attendance changes each month based on topic interest, and the dynamic, engaging dialogue is attributed to the moderator’s pointed questions and creation of a safe space for open, respectful discussion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598663,1792924963,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","21  \nInspiring Academics to Engage in Collegial Socialization:  \nPedagogical Provocations  \nHeather Kanuka & John Braga  \nUniversity of Alberta  \nAcademics who engage in collegial socialization can benefit in a variety of ways. The challenge, however, is creating a culture which inspires, within a voluntary model, academics to participate in such activities. Teaching development programs have tended to focus on teaching competencies and problem areas through offerings of workshops. It has been widely acknowledged that ‘workshops don’t work’ when working with academics to enhance teaching development. Further, it is usually expected those academics in need of improving their teaching will attend the learning activities offered by teaching centers on their own time. However, expecting academics to attend professional development activities on their time is not a reasonable assumption. For a voluntary model of teaching enrichment to work, creating a culture to support teaching is vital. In this paper we describe an activity, which we named ‘pedagogical provocations,’ in an attempt to engage academics in collegial socialization about teaching and learning through provocative collegial dialogue.  \nIntroduction: Pedagogical Provocations  \nThere is much talk about how the academy cares  \nlittle about teaching (Christensen-Hughes & Mighty, 2010) . There is, however, evidence revealing that the majority of academics actually care deeply about teaching, would like to participate in learning opportunities, and want to be connected with colleagues in achieving excellence in teaching (Kanuka, Heller, Jugdev, & West, 2008) . This research is consistent with Palmer’s (1999) assertion that collegial socialization is an essential aspect of teaching  \nexcellence. It is also consistent with Gosling’s (2001) research, which revealed academics want to engage in sincere discussion about teaching; moreover, it is during these discussions that understandings about teaching and learning are developed. According to Palmer (1999), without collegial socialization a privatization or individualization of work evolves which“creates more than individual pain; it creates institutional incompetence as well. By privatizing teaching, we make it next to impossible for the academy to  \nbecome more adept at reaching its mission” (p. 1) . The outcome of privatized teaching is that the performance becomes more conservative and few stray from their comfort zones in regard to what is ‘tried and true’ – even when it does not work.  \nIn an attempt to create collegial socialization, we developed ‘pedagogical provocations.’ Pedagogical provocations is a series of symposia aimed to foster collegial dialogue among faculty members through themed sessions, each of which has a provocative topic.  \nThe Centre for Teaching and Learning at the University of Alberta began the symposium series by celebrating instructors’ commitments to teaching and learning, followed by facilitating collegial dialogue about provocative topics on teaching and learning across the University. Current and ongoing issues on several central committees inspired the topics for the symposia. Past topics have included, for example, learning spaces, graduate supervision, teaching-research nexus, student motivation and engagement, technology, citizenship, and how to use failure to move forward. Each session had a moderator and a panel that included a senior administrator (e.g., vice provost or associate vice president), faculty member, graduate student, and undergraduate student. The panel was comprised in this manner to ensure there were presentations from diverse perspectives. Each panel member was provided with a one-or two-page overview of the research on the topic and 3-5 questions of which they were asked to provide a 5-10 minute response. After the panel responded to the questions, the audience was then given an opportunity to present questions to the panel members. The symposia were held the third Thurs","cbCaiq2ngc1yjTbS","https://ap.wps.com/l/cbCaiq2ngc1yjTbS","pdf",590918,"English","# Introduction: Pedagogical Provocations\n# A Sense of Belongingness","[{\"question\":\"Why does the paper say teaching development programs centered on workshops may not work?\",\"answer\":\"It notes that workshops are widely acknowledged as ineffective for enhancing teaching development among academics.\"},{\"question\":\"What is “pedagogical provocations” and how is it designed?\",\"answer\":\"It is a symposium series that fosters collegial dialogue through themed sessions with provocative topics, supported by a moderator, a diverse panel, and audience Q\\u0026A.\"},{\"question\":\"What observation about attendance and engagement does the paper report?\",\"answer\":\"Attendance changes each month based on topic interest, and the dynamic, engaging dialogue is attributed to the moderator’s pointed questions and creation of a safe space for open, respectful discussion.\"}]","Inspiring Academics to Engage in Collegial Socialization: Pedagogical Provocations | PDF",1792087345,13]