Brown, BarbEaton, SarahDressler, RoswitaJacobsen, Michele2015-08-102015-08-102015-06Brown, B., Eaton, S., Dressler, R. & Jacobsen, M. "Professional Collaboration as Responsive Pedagogy" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 101-108. Calgary, Canada: Werklund School of Education, University of Calgary.978-0-88953-384-4http://hdl.handle.net/1880/50864In this paper, action research is explored as a process for professional learning and collaboration among post secondary teachers. Qualitative data from reflective journals maintained by instructors who taught multiple sections of a masters research course over a two-year period informed the exploration of responsive pedagogy. Action research is discussed as a methodology used by instructors to reflect on practice in order to engage in continuous quality improvement of learning in higher education. The authors share how action research proved to be a valuable methodology used to guide this reflective experience and can be used to inform ongoing instructional design processes and future research.enAction researchCollaborationProfessional learningReflective practitionerunknown10.11575/PRISM/5314