New academics’ experiences of induction to teaching: an Activity Theory approach
Research output: Contribution to specialist publication › Article
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Details
Original language | English |
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Pages | 1-4 |
Number of pages | 4 |
Volume | 20 |
Issue number | 4 |
Journal | Educational Developments |
Publisher | Staff and Educational Development Association |
Publication status | Published - 31 Dec 2019 |
Publication type | Research output: Contribution to specialist publication › Article |
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Abstract
In this article we present findings of a research project investigating the experiences of new academics in the process of becoming effective teachers, using an Activity Theory framework (Engestrom, 2001 ). The research was undertaken in a post-92 university that has shifted from teaching and professional development to prioritise a new emphasis on research. However, all academics have a dual responsibility for teaching and research. The project brought us together as education developers who were involved in the induction of academics into teaching across six departments. We shared a common aim in trying to understand the issues faced by new academics in their various disciplines and departments, in order to improve their induction experience and provide an enhanced CPD offer.
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