Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK

Janice Smith

    Research output: Contribution to journalArticle

    6 Citations (Scopus)

    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.
    LanguageEnglish
    Pages71-81
    Number of pages11
    JournalInternational Journal for Academic Development
    Volume16
    Issue number1
    Early online date25 Feb 2011
    DOIs
    Publication statusPublished - 2011

    Fingerprint

    qualification
    university teacher
    Socialisation
    probation
    Teaching
    equity
    experience
    literature

    Keywords

    • probation
    • teaching qualifications
    • academic practice
    • academic development

    Cite this

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    Beyond evaluative studies : perceptions of teaching qualifications from probationary lecturers in the UK. / Smith, Janice.

    In: International Journal for Academic Development, Vol. 16, No. 1, 2011, p. 71-81.

    Research output: Contribution to journalArticle

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