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

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (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.

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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 / Publication Title:	International Journal for Academic Development
Publisher:	Taylor & Francis (Routledge)
ISSN:	1470-1324
Departments:	Professional Services > Research Office & Graduate School (ROGS)
Depositing User:	Insight Administrator
Date Deposited:	19 Jan 2012 11:40
Last Modified:	12 Jan 2024 09:15
URI:	https://insight.cumbria.ac.uk/id/eprint/1178