New academics’ experiences of induction to teaching: an Activity Theory approach

Research output: Contribution to specialist publicationArticle

Details

Original languageEnglish
Pages1-4
Number of pages4
Volume20
Issue number4
JournalEducational Developments
PublisherStaff and Educational Development Association
Publication statusPublished - 31 Dec 2019
Publication type

Research output: Contribution to specialist publicationArticle

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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