Smith, J. (2011) 'Beyond evaluative studies : perceptions of teaching qualifications from probationary lecturers in the UK.', International journal for academic development., 16 (1). pp. 71-81.
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.
|Keywords:||Probation, Teaching qualifications, Academic practice, Academic development.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1080/1360144X.2011.546236|
|Publisher statement:||This is an electronic version of an article published in Smith, J. (2011) 'Beyond evaluative studies : perceptions of teaching qualifications from probationary lecturers in the UK.', International journal for academic development., 16 (1). pp. 71-81. International journal for academic development is available online at: http://www.tandfonline.com/openurl?genre=article&issn=[1360-144X&volume=16&issue=1&spage=71|
|Record Created:||22 Aug 2012 10:20|
|Last Modified:||22 Aug 2012 12:36|
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