Nurturing Professional Growth among New Academics

Autor/inn/en	Mahon, Kathleen; Dentler, Sigrid; Seipel, Sina
Titel	Nurturing Professional Growth among New Academics
Quelle	In: Teaching in Higher Education, 27 (2022) 2, S.155-170 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seipel, Sina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1704725
Schlagwörter	Faculty Development; Career Development; Self Esteem; Hermeneutics; Educational Needs; Foreign Students; Foreign Nationals; Postdoctoral Education; Doctoral Students; Course Evaluation; Teaching Methods; Holistic Approach; Student Attitudes; Higher Education; Teaching Skills; College Faculty; Swedish; Language Proficiency; Second Language Learning; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Berufsentwicklung; Self-esteem; Selbstaufmerksamkeit; Hermeneutik; Educational need; Bildungsbedarf; Ausländer; Ausländerin; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Teaching method; Lehrmethode; Unterrichtsmethode; Holistischer Ansatz; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Fakultät; Schwedisch; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Ausland; Schweden
Abstract	The complexity and challenges of higher education (HE) in recent times have been widely discussed in HE literature, as have concomitant demands on university teachers and their professional learning needs. Much attention has been paid to new academics in these conversations, but less so to international PhD and post-doctoral researchers, who are often asked to teach, yet can be precluded from attending foundational pedagogical courses. This paper discusses an interpretive-hermeneutic study based on a pedagogical course developed for new academics in this very situation. Our discussion focuses on professional growth experienced by the course participants in terms of pedagogical "understanding" and "self-confidence," and what enabled that growth from the participants' perspectives. On the basis of analysis of interviews, questionnaires and qualitative course evaluations, we consider the value of such purpose-built courses and offer insights into what may need to be considered by course developers to ensure that their impact is optimal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01