Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education

Boyd, Pete (2010) Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development, 15 (2). pp. 155-165. Full text not available from this repository.

Official URL: http://www.tandfonline.com/doi/abs/10.1080/1360144...

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.

Item Type: Article
Journal or Publication Title: International Journal for Academic Development
Publisher: Taylor & Francis
ISSN: Print:1360-144X / Online:1470-1324
Related URL(s):
Departments: Faculty of Education, Arts and Business > Institute of Education > Continuing Professional Development > Educational Research
Depositing User: Insight Administrator
Date Deposited: 19 Jan 2012 11:40
Last Modified: 26 Aug 2016 16:09
URI: http://insight.cumbria.ac.uk/id/eprint/1178

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