"Swim or Sink": State of Induction in the Deployment of Early Career Academics into Teaching at Makerere University

Autor/inn/en	Ssempebwa, Jude; Teferra, Damtew; Bakkabulindi, Fred Edward K.
Titel	"Swim or Sink": State of Induction in the Deployment of Early Career Academics into Teaching at Makerere University
Quelle	In: Studies in Higher Education, 41 (2016) 10, S.1854-1868 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1221649
Schlagwörter	Foreign Countries; College Faculty; Teacher Orientation; Teaching Methods; Questionnaires; Mentors; Workshops; Professional Development; Higher Education; Case Studies; Mixed Methods Research; Semi Structured Interviews; Beginning Teachers; Beginning Teacher Induction; Uganda + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Lernwerkstatt; Schulung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Junior teacher; Junglehrer
Abstract	Conducted as part of a multi-country study of the teaching-related experiences and expectations of early career academics (ECAs) in Africa, this study investigated the major influences on the teaching practice of ECAs at Makerere University; the mechanisms by which these academics learn to teach; the teaching-related challenges they experience; and their suggestions for the better deployment of ECAs into university teaching. Using questionnaire and interview, data were elicited from ECAs and their deans and principals. The findings were that the ECAs' teaching is influenced primarily by "self-help" reading on teaching and the pedagogy of their teachers--because the ECAs are not trained teachers nor are they given any systematized teaching induction programmes. The study attributes the absence of such programmes to the assumption that ECAs are teaching well. However, ECAs reported challenges in preparing for teaching, teaching and student evaluation and requested mentoring and workshops on teaching methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01