About the Journal
The Journal of PGR Pedagogic Practice is a co-created peer-reviewed journal organised by a multidisciplinary team of postgraduates for all postgraduates, and anyone interested in supporting their teaching practice. We provide a space for postgraduate researchers (PGRs) to share their unique perspectives on their teaching practice, their successes and their failures, and their experiences in higher education. We hope to offer comforting examples and thought-provoking reflections for the wider community of PGRs. To others, we hope they are indicative of the sort of novel pedagogies PGRs have cultivated and the challenges they faced in their teaching.
The Journal is published by Warwick PTC.
Current Issue
JPP5: The special issue of JPPP emerges from the Warwick PGR Teaching Conference 2025, which marked a key moment in consolidating and celebrating the growing visibility, expertise, and leadership of postgraduate teachers at the University of Warwick, while also extending the conversation to postgraduate educators across higher education institutions nationally and internationally. Organised as part of wider institutional efforts to recognise GTAs’ pedagogical labour and professional development, the conference created a dedicated, transdisciplinary space where postgraduate teachers could share practice, build networks, and articulate their experiences as educators in their own right. The decision to develop Issue 5 as a conference-linked special issue reflects a commitment to extending those conversations beyond a single event, offering contributors the opportunity to deepen and disseminate their ideas in written form while showcasing the breadth and quality of postgraduate-led teaching scholarship at Warwick.
Anchored in the theme “Evolving Experiences in Postgraduate Teaching: Navigating Changing Landscapes, Practices, and Technologies,” the conference foregrounded the rapidly shifting conditions under which GTAs work and learn. The thematic strands, positionality and teacher identity, the evolution of GTA teaching, navigating technological shifts (including AI), cross-cultural and international perspectives, and balancing wellbeing and professional growth, were selected to capture the complexity of contemporary GTA roles and to make visible dimensions of practice that are often marginalised in mainstream pedagogical discourse. Together, these themes invited participants to interrogate how structural change, institutional cultures, and personal histories intersect in postgraduate teaching, and to generate critical, practice-based insights that could inform both local enhancement and sector- wide conversations.
