'It Feels Like You're Going Back to the Beginning…': Addressing Imposter Feelings in Early Career Academics through the Creation of Communities of Practice

Autor/inn/en	Mulholland, Kirstin; Nichol, David; Gillespie, Aidan
Titel	'It Feels Like You're Going Back to the Beginning…': Addressing Imposter Feelings in Early Career Academics through the Creation of Communities of Practice
Quelle	In: Journal of Further and Higher Education, 47 (2023) 1, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulholland, Kirstin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2095896
Schlagwörter	College Faculty; Beginning Teachers; Beginning Teacher Induction; Foreign Countries; Professional Identity; Self Concept; Teacher Attitudes; Teacher Student Relationship; Academic Language; School Culture; Communities of Practice; Sense of Community; Group Membership; Social Environment; Work Environment; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Junior teacher; Junglehrer; Ausland; Selbstkonzept; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schulkultur; Schulleben; Community; Gruppenzugehörigkeit; Soziales Umfeld; Arbeitsmilieu; Großbritannien
Abstract	In exploring imposter feelings in early career academics, this article examines the impacts of adopting social constructivist pedagogies. It reveals the significance of reflective practice in a Post-Graduate Certificate in Academic Practice programme (PGCAP), supporting professional development in teaching, learning and assessment for new academics in a UK Higher Education context. A qualitative case study approach enabled researchers to gain insight into participants' experiences; data was collected via semi-structured interviews. Findings suggest that causes for imposter feelings are multi-faceted, encompassing factors including interactions with students, and adjusting to university language, culture and systems. Alongside similar studies internationally, the authors present that employing social constructivist pedagogical tools in a planned programme of professional development for early career academics supports the creation of mutually empowering communities of practice (CoP), so addressing threats to professional identity, providing a horizontal alternative to organisational hierarchical support mechanisms, and enabling the construction of a secure academic identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01