Educational consultation for reflective-dialogic partnerships: A possible model

Abstract

In the field of practice of educational development, instructional consultation is generally accepted as a valuable strategy to improve the quality of teaching. While instructional consultation has been enacted for several decades as a one-to-one strategy to improve individual academics' teaching, current evolutions in higher education challenge academics to engage in educational development as teams, reflecting on the pedagogical practices of their disciplines, within wider institutional and social contexts. In this paper, we first discuss the origins, meanings and impact of individual instructional consultation. Subsequently, we argue for a notion of educational consultation as reflective-dialogic partnership. © Tous droits réservés.