Abstract
In exploring imposter feelings in early career academics, this article examines the impacts of adopting social constructivist pedagogies. It reveals the significance of reflective practice in a Post-Graduate Certificate in Academic Practice programme (PGCAP), supporting professional development in teaching, learning and assessment for new academics in a UK Higher Education context. A qualitative case study approach enabled researchers to gain insight into participants’ experiences; data was collected via semi-structured interviews. Findings suggest that causes for imposter feelings are multi-faceted, encompassing factors including interactions with students, and adjusting to university language, culture and systems. Alongside similar studies internationally, the authors present that employing social constructivist pedagogical tools in a planned programme of professional development for early career academics supports the creation of mutually empowering communities of practice (CoP), so addressing threats to professional identity, providing a horizontal alternative to organisational hierarchical support mechanisms, and enabling the construction of a secure academic identity.
Original language | English |
---|---|
Pages (from-to) | 89-104 |
Number of pages | 16 |
Journal | Journal of Further and Higher Education |
Volume | 47 |
Issue number | 1 |
Early online date | 25 Jul 2022 |
DOIs | |
Publication status | Published - 2 Jan 2023 |
Keywords
- communities of practice
- early career academics
- imposter phenomenon
- pedagogy in higher education
- social constructivism