Beyond Evaluative Studies: Perceptions of Teaching Qualifications from Probationary Lecturers in the UK

Autor/in	Smith, Jan
Titel	Beyond Evaluative Studies: Perceptions of Teaching Qualifications from Probationary Lecturers in the UK
Quelle	In: International Journal for Academic Development, 16 (2011) 1, S.71-81 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
Schlagwörter	Teacher Qualifications; Foreign Countries; Evaluation; Socialization; Outcomes of Education; Interviews; Academic Achievement; Lecture Method; United Kingdom + Suchen Sie Ihr Suchwort? Lehrqualifikation; Ausland; Evaluierung; Socialisation; Sozialisation; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Schulleistung; Großbritannien
Abstract	Probation is little used as a frame of reference in academic development literature. Frequently, the focus is on evaluating teaching qualifications for new lecturers. Less often investigated is the issue of situating such a course within the overall experience of new academics, to consider the role that teaching qualifications have within wider probationary processes in the UK. This qualitative study sought the views of new academics on various influences shaping their socialisation. Insights from this work can feed usefully into policy and practices for academic developers, and three key themes--equity, impact and congruence--are elaborated in this article. (Contains 1 table and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10