Evaluating an established team-teaching artefact: An innovative self-study methodology

Rachael Hains-Wesson
The University of Sydney, Australia

In this study, I explore my lived experience to evaluate an established team-teaching artefact. I achieve this by implementing an adapted meta-synthesis of retrospective, published individualised and co-authored autoethnography (MICA) methodology. The MICA framework was first penned by Hughes and Pennington (2021), which I adapt to determine the efficacy of a teacher-scholarship artefact, which was created to advance team-teaching practice. In this paper, I display how I evaluated the artefact's usefulness, highlighting particular areas for improvement. While MICA is known as an innovative research methodology, applying it to inform teacher-scholarship artefact making remains modest. The study's findings expand innovative methodological approaches in the scholarship of teaching and learning through autoethnography.
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Author: Dr Rachael Hains-Wesson PhD (UWA), PhD (Deakin), is the Director of Work-Integrated Learning (WIL) at the University of Sydney Business School, Australia. She has been appointed, effective August 2024, as Professor and Associate Dean of Learning and Teaching at the School of Urban, Global and Social Studies, RMIT University (https://www.rmit.edu.au), Victoria, Australia. Rachael is a Queen Elizabeth II Silver Jubilee Young Australian recipient and has been recognised with a University of Western Australia Convocation and Teacher Excellence award. She has received a QS Reimagine Education team award (2020) and an Australian National Award for University Teaching (AAUT, 2021). Additionally, she has been awarded an Elon University (USA) WIL research fellowship. Her research interests include work-integrated learning, academic development, and authentic assessments. Linked In: https://www.linkedin.com/in/rachaelhainswesson/ ORCID: https://orcid.org/0000-0002-1549-4504 Email: rachael.hains-wesson@sydney.edu.au Please cite as: Hains-Wesson, R. (2024). Evaluating an established team-teaching artefact: An innovative self-study methodology. Issues in Educational Research, 34(2), 513-528. http://www.iier.org.au/iier34/hains-wesson.pdf