Fostering Reflective Educators: The Transformative Impact of TATAL Communities of Practice

Abstract

Introduction: Talking About Teaching and Learning (TATAL) workshops serve as inclusive communities of practice (CoPs), offering educators a platform to explore their teaching philosophies and practices collaboratively. Despite anecdotal evidence of TATAL’s effectiveness, limited research explores its long-term impact on teaching practices and academic resilience. Research Aim: How do TATAL workshops influence educators' personal and professional growth, teaching philosophies, and resilience? Methodology: This study analyzes qualitative and quantitative data collected from 876 participants across 25 TATAL workshops between 2015 and 2021. Using thematic analysis and the interpretive lens of sense-making, the study identifies key themes and subthemes that characterize participants’ experiences. Results: Findings reveal three primary subthemes: (1) Partnered Learning Communities fostering collaboration and shared reflection, (2) Practical Tools and Techniques enhancing teaching practices, and (3) Transformational Learning experiences facilitating personal and professional growth. Participants reported increased clarity of teaching philosophies and increased resilience in educational contexts. Discussion: TATAL workshops disrupt traditional power dynamics in education, offering a space for equitable, reflective, and collaborative learning. This study emphasizes TATAL’s role in fostering reflective educators and building institutional capacity. Conclusion: TATAL represents a transformative professional development model. Its collaborative and reflective approach holds significant implications for higher education institutions seeking to enhance teaching quality and academic resilience.