Teaching brought into play: The T-mind game to reflect on teaching and learning

Claus Thorp Hansen, Lars Bogø Jensen

Research output: Contribution to conferenceConference abstract for conferenceResearchpeer-review

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Professional knowledge is to a high degree based on tacit knowledge [1]. For university teachers, tacit knowledge includes knowledge about what works (and what does not work) when teaching students a specific topic in a specific context. Making tacit knowledge explicit is important for two reasons: For the individual teacher it may support a more conscious linking of teaching experiences to general principles of teaching and learning, which could enable analysis and development of own teaching [2]. Secondly, it is beneficial to make one’s tacit knowledge explicit in order to discuss teaching and learning with other persons, e.g. during peer coaching of less experienced colleagues, or collaboration on teaching development with colleagues leading to a community of practice [3]. We have developed the T‐mind game (Teachers’ mind about teaching and learning) for university teachers to articulate and share their reflections on teaching and learning in a collective process.
Original languageEnglish
Publication date2019
Number of pages1
Publication statusPublished - 2019
EventDUN Konferencen 2019 - Odense
Duration: 28 May 201929 May 2019


WorkshopDUN Konferencen 2019

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