Engaging in reflection was aimed at allowing me to adapt and enhance the quality of my facilitation skills and assisting in developing and empowering the tutors regarding their tutoring skills. I engaged in effective dialogue with them regarding tutoring techniques. Creating a collaborative environment provides a safe space where tutors can share their experience of tutorials and reflect on the training content covered in the training sessions. Using effective facilitation techniques on my part would allow the tutors to share their own experiences, enabling me to gain a deeper understanding of how the various aspects discussed during the tutor training played out in practice in their tutorials. Lessons learnt Reflecting on my practice, I have realised that as a facilitator, my use of dialogue in tutor training can encourage collaborative dialogue and a collaborative learning environment if the following care is taken: • The use of dialogue must be clear, specific and intentional. • The approach must be flexible and accommodating as this will result in the dialogue being flexible and accommodating. • There is a need to utilise various strategies for engagement to give the tutors multiple means to express themselves. This increases the quality of and opportunity for collaboration. • Provide clear instructions and be willing to reflect on where instructions and explanations of activities could be clearer. I realised as I reflected that I needed to pay more attention to my verbal articulation when breaking down instructions, especially when giving the tutors a group activity where they were required to discuss points provided on a slide. Visual clarity on slides leads to clear verbal explanations. • Tutors benefit greatly and are enriched by collaborating with one another, which will have greater implications for the quality of their tutorials. New ideas obtained from other tutors allow the tutors to implement these new strategies and increase engagement with their students. • Recognising the learning opportunity for myself as the facilitator as I observed the interaction and sharing of ideas amongst the tutors. • Asking specific, direct, and focused questions about a particular subject generates significant meaning relating to the topic. • Acknowledging my role in developing and advising the tutors by providing helpful information and advice. • Continuing to interrogate my practice by undertaking action research. In so doing, I can continue to be a reflective practitioner and improve my practice as a facilitator of tutor training. The way forward Reflective praxis has highlighted that the use of well-formed dialogue cultivates a collaborative learning environment and is necessary for tutor training. Tutors can be encouraged to be more reflexive regarding their tutor practice and to be made aware of the importance of using dialogue wisely and intentionally. Consistent and persistent development of dialogue in tutor training makes it possible for tutors to have a voice in the training. These skills need to be honed so that tutors provide the same opportunities to their students. However, this could be extended beyond tutor training and cover dialogic methods in classes and workshops in general. Academic staff could greatly benefit from sessions to improve their use of dialogue in teaching. Consistent and persistent development of dialogue in tutor training makes it possible for tutors to have a voice in the training. These skills need to be honed so that tutors provide the same opportunities to their students. Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 111
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