My ARP employed semi-structured interviews from six participants who were recruited using a purposeful sampling method. Participants were approached due to their experiences as seminar-based lecturers. These two transcripts are examples of the data collected, with the black used to redact any identifiable information, and the yellow highlights used to highlight relevant data.
Autoethnography is also used to draw upon my own practices in the classroom as a case study of seminar-teaching practices and the training that is accessible and available to me, as a lecturer (Ellis & Bochner, 2006). Admittedly this was less extensively focused than the interviews though. One trajectory of my ARP included setting an intervention which was drawn from my training from the Nonviolent Communication workshop that I attended at (online) UAL on October 1 and 8, 2025. Listening exercises were practiced in those workshops, and while the limited time of my own classes was a broader issue (which I discuss in the next post of the findings), I brought in a rule for the students to listen to, and address the previous comment, hoping to instil some of the active listening skills. Oftentimes my seminars unfold into one-on-one student-teacher addresses, as the students want to demonstrate their knowledge of each subject/question, but seldomly do the students build upon each other’s comments. The listening practice, which was initially effective, began to erode with every successive seminar. I think drawing upon a set of ritual practices at the beginning of each seminar, which include active listening would be helpful in the future – this one seemingly minor intervention encourages students not only to think about their relationship to me, but also the broader dynamic of the classroom. It is interesting to think about how the students can focus in to answer a question posed by the teacher, yet find it harder to address the answers, questions or statements posed by their co-hort.
Works Cited
Please see blog post with Reference List