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

Smith, J.

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Authors

J. Smith



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.

Citation

Smith, J. (2011). Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK. International Journal for Academic Development, 16(1), 71-81. https://doi.org/10.1080/1360144x.2011.546236

Journal Article Type Article
Publication Date Feb 25, 2011
Deposit Date Apr 25, 2012
Publicly Available Date Aug 22, 2012
Journal International Journal for Academic Development
Print ISSN 1360-144X
Electronic ISSN 1470-1324
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 16
Issue 1
Pages 71-81
DOI https://doi.org/10.1080/1360144x.2011.546236
Keywords Probation, Teaching qualifications, Academic practice, Academic development.

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