Professional academic development through professional journal dialogue

Abstract

This paper presents the cooperative analysis by a lecturer and an academic development practitioner of a reflective journal dialogue over the 12 weeks of teaching a postgraduate course. Through a retrospective analysis of the journal the present paper explores the following issues: the framing of an inquiry; the personal–professional nexus; and tensions in professional academic practice. These issues encompass educational dilemmas for both the lecturer and the academic development practitioner in the areas of assessment, judgement, evidence, accountability, responsibility, authority and professionalism.