Abstract
Innovation in teaching practices is largely based on collegial relationships and resulting feelings of individual competence and autonomy (Thirkell, 2026). Discussion among educators is one of the best ways to develop teaching competence regarding which teaching methods to use; if and how to address topics outside of the core curriculum of a subject, for example, sustainability; what resources to use for inspiration or information; which good practices to adopt or role models to consider; how to relate to students and share responsibility for learning; and how to navigate institutional or disciplinary culture. Despite their importance, such conversations often happen “backstage,” informally at the coffee machine or in an office behind closed doors, and with trusted colleagues (Roxå and Mårtensson, 2009). This makes it challenging for new instructors to find colleagues with whom they can discuss and receive support for their teaching, and many young instructors can feel isolated, especially after moving to a new institution (Wennerberg and McGrath, 2022). Contextual knowledge of local teaching practices, local regulations and how to interpret them, others’ experiences teaching disciplinary concepts, among other things, might thus be inaccessible.