Reviewing the literature: Collaborative professional learning for academics in higher education

The literature indicates that collaborative activities can support professional learning (PL) for academics teaching in higher education (HE). Nevertheless, limited approaches collegial PL exist be embedded the day-to-day work of busy academics. This paper reports on an evidence-based approach to practice was undertaken develop authentic, structured, involved a review and synthesis relevant literature, which revealed could supported through self-initiated communities academics; collaborative, social interaction with peers; safe, non-judgemental, supportive, conversations; critical reflection; sustained inquiry into practice; exploration perspectives; bespoke resources. These findings informed development Collaborative Peer-Observation Learning Circles (CPO/LC). includes four-stage process adaptable template resources designed facilitate academics’ while also meeting needs accreditation requirements HE.