Academic Induction for Professional Educators: Supporting the Workplace Learning of Newly Appointed Lecturers in Teacher and Nurse Education

Autor/in	Boyd, Pete
Titel	Academic Induction for Professional Educators: Supporting the Workplace Learning of Newly Appointed Lecturers in Teacher and Nurse Education
Quelle	In: International Journal for Academic Development, 15 (2010) 2, S.155-165 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
Schlagwörter	Higher Education; College Faculty; Beginning Teacher Induction; Foreign Countries; Nursing Education; Teacher Educator Education; Teacher Education; Case Studies; Professional Development; Schools of Education; Medical Schools; Teaching Experience; Performance Factors; Experiential Learning; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Ausland; Pflegepädagogik; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Erziehungswissenschaftliche Fakultät; Medizinische Ausbildung; Leistungsindikator; Experiental learning; Erfahrungsorientiertes Lernen; Großbritannien
Abstract	In the UK, most initial nurse and teacher education is provided by university departments working in partnership with local health trusts and schools. New university lecturers in these professional fields are generally selected due to their successful performance as practitioners, as nurses or school teachers, rather than on more traditional requirements for appointment as an academic focusing on scholarship. This project investigates the workplace learning and identity-building experiences of nurses and of school teachers in their first four years in higher education lecturer posts. It aims to inform practice in academic induction for these groups of staff. In the case study institution, the new lecturers find their transition to higher education challenging and confusing because of tensions over what a lecturer should be. They tend to hold on to existing identities as practitioners rather than embracing new identities as academics. The implications for academic induction of these lecturers are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10