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14 results on '"New lecturers"'

1. Changing professional identity in the transition from practitioner to lecturer in higher education: an interpretive phenomenological analysis.

Author

Wood, Colin, Farmer, Mark D., and Goodall, Dawn

Subjects
*PROFESSIONAL identity, *OCCUPATIONAL roles, *PROFESSIONALIZATION, *PHENOMENOLOGICAL psychology, *PHENOMENOLOGY, *ADULTS, *CONTINUING education
Abstract

This research explores the experiences of five professional practitioners from disciplines including teaching, youth work, sport and health, who had become lecturers in higher education. Their experiences are considered using interpretative phenomenological analysis and tentative conclusions are reached on the meaning of such experiences for the individuals. The work extends previous studies to consider the relationship between knowledge and influence and how institutional preference for knowledge gained from research impacts on the validity of knowledge derived from professional experience. The research finds shared feelings associated with inauthenticity and loss arising from concerns that the contribution of the professional in higher education is undervalued. The research challenges the assumption that professional practitioners adopt the professional identity of a lecturer in higher education, instead finding that they create their own professional identities in the liminal space between the professional and academic domains, but points to difficulties associated with constructed nature of such professional identities within the institutional structure of a higher education institution. [ABSTRACT FROM AUTHOR]

Published
2016
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2. Developing self-understanding in pedagogical stances: making explicit the implicit among new lecturers.

Author

Guzmán-Valenzuela, Carolina and Barnett, Ronald

Subjects
TEACHING research, COLLEGE teachers, COLLEGE teacher-student relationships, LEARNING, EDUCATION
Abstract

The article discusses the results of a study that examined the early teaching practice of university professors and the challenges they face in promoting learning among students. Some of the difficulties experienced by university lecturers in their early training practice are related to how to promote learning among students and how to assess learning. Also discussed are the implicit difficulties and the study's conclusion suggesting ways to ameliorate implicit presuppositions.

Published
2013

3. Revitalising assessment design: what is holding new lecturers back?

Author

Norton, Lin, Norton, Bill, and Shannon, Lee

Subjects
*EDUCATIONAL tests & measurements, *LECTURERS, *BEGINNING teacher attitudes, *COLLEGE teacher attitudes, *COLLEGE curriculum, *INNOVATIONS in higher education, *COLLEGE students
Abstract

This paper reports on a survey study exploring new lecturers' views on assessment design (using a questionnaire called the Assessment Design Inventory) with 586 newly qualified or still qualifying lecturers from UK universities. A factor analysis established two factors labelled 'desirable practice' and 'constraints'. Participants felt that their university teaching programmes had changed their views on assessment design and that assessment practices could be improved. Over 50 % agreed that there were practical restrictions on assessment design. Findings revealed a perception that there is little incentive to innovate in assessment and that students may not welcome such innovation in any case. Further statistical analysis specified the 'external' variables of institution and discipline to be important in shaping desirable practice and perception of constraints. 'Individual' variables of gender, length of teaching experience and qualification status showed a statistically significant effect. These analyses demonstrate some key influences on new lecturers' views of assessment design and suggest reasons why they do not always feel able to put what they learn about assessment into practice. [ABSTRACT FROM AUTHOR]

Published
2013
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4. Advice from the professors in a university Social Sciences department on the teaching-research nexus.

Author

Douglas, AlasterScott

Subjects
*ACADEMIC departments, *COLLEGE teachers, *SOCIAL sciences education in universities & colleges, *PROFESSIONAL staff of universities & colleges
Abstract

This article reports on a small-scale interview study of all the professors in one social sciences department in a university in England. The study asks for advice on how academic teaching staff can best develop their research activity whilst effectively fulfilling their teaching position. The findings identify five strands of advice for developing research: teach as part of your research activity; use your research when planning lectures; be a flexible researcher and adapt your research interests to available opportunities; proactively promote yourself and your research; and engage in research as a collective activity. Such advice comments on the possible relationships between teaching and research. The data are also considered in terms of a Bourdieu analytic framework, where the importance of building research capital and creating a research habitus is emphasised in order to succeed in what is an increasingly competitive research environment. [ABSTRACT FROM PUBLISHER]

Published
2013
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5. The challenges for new academics in adopting student-centred approaches to teaching.

Author

Sadler, Ian

Subjects
*STUDENT-centered learning, *COLLEGE teaching, *HIGHER education, *COLLEGE teachers, *TEACHER development, *TEACHING methods, *LONGITUDINAL method
Abstract

The current article provides a perspective on the day-to-day challenges that a group of new teachers experienced as they adopted more student-centred approaches to teaching. Three semi-structured interviews were conducted over two years with 11 new teachers from a range of higher education institutions and subject disciplines. The analysis used case studies, alongside a search for common themes, to provide fine-grained insights into the teachers' development. A main finding was that in using approaches that more actively involved the students, the teachers described challenges specific to their local contexts. In particular, the idiosyncrasy of the topic being taught was a key factor. The second finding was that regardless of the conception of teaching held, all teachers described challenges in translating this way of thinking into practice. Such data provides a useful resource for academic developers to open dialogue with new academics about the challenges they face in developing as teachers. [ABSTRACT FROM PUBLISHER]

Published
2012
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6. 'I'd landed on the moon': a new lecturer leaves the academy.

Author

Gourlay, Lesley

Subjects
*ACADEMIC employment, *HIGHER education, *EDUCATIONAL planning, *LECTURERS, *ACADEMIC improvement, *PROFESSIONAL practice, *EMPLOYMENT
Abstract

Assumptions are often made about new lecturers in terms of previous experience, development needs and orientations towards the new role. Postgraduate certificate (PgCert) programmes tend to operate on the assumption that new lecturers are already familiar with the research element of their discipline, in a default transition from PhD to lectureship. However, in an increasingly diverse sector, many lecturers enter academia from established careers in professional, clinical or creative practice on the basis of their work experience. Despite a wider focus on 'academic practice', tensions around identities and values in transition are not commonly addressed. Based on qualitative study, this paper will focus on an individual lecturer's experiences of alienation in the new academic context, and her subsequent decision to leave the academy. It will conclude by arguing that the emotional, ideological and subjective struggles which may arise in transition into the academic should also be acknowledged and addressed in PgCert programmes and by academic departments. [ABSTRACT FROM AUTHOR]

Published
2011
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7. New lecturers' beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme.

Author

Norton, Lin, Aiyegbayo, Olaojo, Harrington, Katherine, Elander, James, and Reddy, Peter

Subjects
*HIGHER education, *INSTRUCTIONAL systems design, *LECTURERS, *ASSESSMENT of education, *UNIVERSITIES & colleges
Abstract

This study was carried out with new lecturers on a two year Post Graduate Certificate in Learning and Teaching in Higher Education programme in a UK university. The aim was to establish their beliefs about how studying on the programme aligned with their teaching and learning philosophy and what, if anything, had changed or constrained those beliefs. Ten lecturers took part in an in-depth semi-structured interview. Content analysis of the transcripts suggested positive reactions to the programme but lecturers' new insights were sometimes constrained by departments and university bureaucracy, particularly in the area of assessment. The conflicting roles of research and teaching were also a major issue facing these new professionals. [ABSTRACT FROM AUTHOR]

Published
2010
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8. From performativity to professionalism: lecturers' responses to student feedback.

Author

Arthur, Linet

Subjects
*PSYCHOLOGICAL feedback, *UNIVERSITIES & colleges, *QUESTIONNAIRES, *TEACHING, *LECTURERS, *COGNITIVE styles, *VOCATIONAL education, *QUALITATIVE research
Abstract

Student evaluation questionnaires are used to measure academics' performance in most English universities. Academics are assumed to respond professionally to student feedback, making appropriate improvements to their teaching. This paper describes a small-scale study into lecturers' responses to student feedback. The evidence from semi-structured interviews suggests that the process is complex and is influenced by lecturers' perceptions, beliefs and feelings. A typology of lecturers' responses is developed, linked to concepts of performativity and professionalism, and consisting of four possible reactions: shame, blame, tame (the students) and reframe (the negative as something positive). [ABSTRACT FROM AUTHOR]

Published
2009
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9. Transfer of Teacher Education for University Lecturers: Design Analysis of the Initial Training Programme (UPF)

Author

Encinar Prat, Laia and Barrera-Corominas, Aleix

Subjects
educación emocional, emoción, pasión, lenguaje emocional, transferència de la formació, disseny de la formació, educació superior, formació del professorat, formació pedagògica, professorat novell / Transfert de la formation, conception de la formation, enseignement supérieur, formation des enseignants, Transfer of teacher education, teacher education design, higher education, teacher education, pedagogical education, new lecturers
Abstract

El present estudi analitza el disseny del Programa de Formació Inicial en la Docència Universitària (FIDU) de la Universitat Pompeu Fabra (UPF) des de la perspectiva de la transferència de la formació. La població està formada per 37 professors universitaris que durant els cursos 2010 i 2014 han participat en aquesta acció formativa. Per una banda, l’anàlisi mostra que el FIDU presenta característiques que afavoreixen la transferència, com la seva durada, la multivarietat d’estratègies metodològiques i la utilitat dels seus continguts al lloc de treball dels participants. Per altra banda, també es detecten aspectes que poden minvar les possibilitats de transferència, com la manca d’una anàlisi de necessitats o el clima d’aprenentatge. _______________________________________________________________________La présente étude analyse la conception du programme de Formation initiale dans l’enseignement universitaire (FIDU) de l’Universitat Pompeu Fabra (UPF), envisagé sous l’angle du transfert de la formation. La population considérée est formée par 37 professeurs d’université qui, durant les années universitaires 2010 et 2014, ont participé à cette action de formation. D’une part, l’analyse montre que le programme FIDU présente des caractéristiques favorables au transfert, notamment sa durée, sa grande variété de stratégies méthodologiques et l’utilité de ses matières sur le lieu de travail des participants. D’autre part, l’article signale aussi les aspects susceptibles de diminuer les possibilités de transfert, tels que l’absence d’une analyse des besoins ou le climat d’apprentissage, This study analyses the design of the Initial Training in University Teaching (FIDU) programme at Pompeu Fabra University (UPF) from the perspective of the transfer of teacher education. The population comprises 37 university lecturers who participated in this activity in the academic years 2010-2011 and 2014-2015. On the one hand, the analysis shows that FIDU has characteristics that promote transfer, such as its duration, the multiplicity of its methodological strategies and the utility of its content in the participants’ workplace. On the other hand, the analysis identified aspects that can diminish transfer opportunities, such as the lack of a needs analysis and the learning climate., El presente estudio analiza el diseño del Programa de Formación Inicial en Docencia Universitaria (FIDU) de la Universidad Pompeu Fabra (UPF) desde la perspectiva de la transferencia de la formación. La población está formada por 37 profesores universitarios que durante los cursos 2010 y 2014 han participado en esta acción formativa. Por un lado, el análisis muestra que el FIDU presenta características que favorecen la transferencia, como su duración, la multivariedad de estrategias metodológicas y la utilidad de sus contenidos en el lugar de trabajo de los participantes. Por otra parte, también se detectan aspectos que pueden disminuir las posibilidades de transferencia, como la falta de un análisis de necesidades o el clima de aprendizaje.

Published
2017

10. O desenvolvimento da autocompreensão em posturas pedagógicas: explicitando o implícito entre os novos docentes

Author

Carolina Guzmán-Valenzuela and Ronald Barnett

Subjects
New lecturers, Academic year, Data collection, Práticas de ensino, Dificuldades implícitas e explícitas, Plan (drawing), Pesquisa qualitativa, Presupposition, lcsh:Education (General), Education, Self understanding, Implicit/explicit difficulties, Qualitative research, Pedagogy, Mathematics education, Novos docentes, Teaching practices, Psychology, lcsh:L7-991
Abstract

Em sua prática docente inicial, os professores universitários geralmente vivenciam dificuldades relacionadas a como promover a aprendizagem dos alunos (por exemplo, como planejar uma aula, usar os recursos pedagógicos e avaliar a aprendizagem). A maneira como os novos professores enfrentam e abordam essas dificuldades afeta a evolução de suas carreiras acadêmicas e o modo como eles usam diversos referenciais para refletir sobre suas práticas de ensino. Levando em conta que algumas dessas dificuldades ainda não são suficientemente compreendidas, este trabalho tem por objetivo analisá-las por meio de uma abordagem qualitativa. Para tanto, foram adotadas várias técnicas de coleta de dados e fontes (professores, estudantes e pesquisadora) ao longo de um ano letivo. Os resultados evidenciam as dificuldades explícitas reconhecidas pelos docentes em relação ao seu ensino. Além disso, os dados apontaram também para as dificuldades que permaneceram implícitas, sugerindo que elas podem ser particularmente resistentes à autocompreensão, pois estão relacionadas ao desejo interior dos docentes de ordem e previsibilidade em seu ensino. O artigo conclui sugerindo possíveis formas de melhorar tais pressupostos implícitos. In their early teaching practice, university lecturers usually experience difficulties related to how to promote learning among students (e.g., how to plan a lesson, how to use pedagogical resources, and how to assess learning). The way in which new lecturers confront and address these difficulties impacts the evolution of their academic careers and how they use diverse frameworks to reflect on their teaching practices. Taking into account that some of these difficulties are not sufficiently understood yet, this paper aims to analyze them using a qualitative approach. This study adopted several data collection techniques and sources (teachers, students, and researcher) during a single academic year. The results underscored explicit difficulties recognized by the lecturers in relation to their teaching. However, this study's data pointed also to difficulties that remained implicit, and the results suggested that these implicit difficulties may be particularly resistant to self-understanding because they are related to lecturers' inner desire for order and predictability in their teaching. The paper concludes by suggesting possible ways of ameliorating such implicit presuppositions.

Published
2013

11. Training of novel lecturers in the subjects of finance within the European Higher Education Area (EHEA)

Author

Edith Bellini, Martha, Caballero Soria, Silvia, Torre Gallegos, Antonio de la, Buitrago Esquinas, Eva María (Coordinador), Sánchez Franco, Manuel Jesús (Coordinador), Buitrago Esquinas, Eva María, Sánchez Franco, Manuel Jesús, and Universidad de Sevilla. Departamento de Economía Financiera y Dirección de Operaciones

Subjects
New lecturers, Profesores noveles, Teaching techniques, Técnicas docentes, Formación
Abstract

En el presente trabajo describimos la experiencia práctica sobre nuestra participación en el programa de equipos docentes para la formación de profesores noveles, recogido dentro del I plan de Docencia de la Universidad de Sevilla. A lo largo del documento analizamos nuestros objetivos, como hemos desarrollado nuestra participación, los resultados obtenidos, así como las principales conclusiones alcanzadas. También reflexionamos sobre la situación actual de la docencia de las asignaturas de finanzas y sobre la utilidad de que el profesorado de finanzas realice cursos de formación didáctica durante sus primeros años de docencia. Finalmente planteamos propuestas para la mejora del programa. In this paper the practical experience of participating in the program “training new lecturers” is presented. Throughout the paper the objectives and the development of our participation are analyzed. Further, a discussion of the current situation on teaching the subject of finance, and the convenience for the finance department to conduct didactic training for new lecturers in their first years of teaching is discussed. Finally proposals for improving the program and conclusions are given.

Published
2011

12. La formación del profesorado novel en asignaturas de finanzas dentro del EEES

Author

Edith Bellini, Martha, Caballero Soria, Silvia, Torre Gallegos, Antonio de la, Buitrago Esquinas, Eva María (Coordinador), Sánchez Franco, Manuel Jesús (Coordinador), Buitrago Esquinas, Eva María, Sánchez Franco, Manuel Jesús, and Universidad de Sevilla. Departamento de Economía Financiera y Dirección de Operaciones

Subjects
New lecturers, Profesores noveles, Teaching techniques, Técnicas docentes, Formación
Abstract

En el presente trabajo describimos la experiencia práctica sobre nuestra participación en el programa de equipos docentes para la formación de profesores noveles, recogido dentro del I plan de Docencia de la Universidad de Sevilla. A lo largo del documento analizamos nuestros objetivos, como hemos desarrollado nuestra participación, los resultados obtenidos, así como las principales conclusiones alcanzadas. También reflexionamos sobre la situación actual de la docencia de las asignaturas de finanzas y sobre la utilidad de que el profesorado de finanzas realice cursos de formación didáctica durante sus primeros años de docencia. Finalmente planteamos propuestas para la mejora del programa. In this paper the practical experience of participating in the program “training new lecturers” is presented. Throughout the paper the objectives and the development of our participation are analyzed. Further, a discussion of the current situation on teaching the subject of finance, and the convenience for the finance department to conduct didactic training for new lecturers in their first years of teaching is discussed. Finally proposals for improving the program and conclusions are given.

Published
2011

13. O desenvolvimento da autocompreensão em posturas pedagógicas: explicitando o implícito entre os novos docentes

Author

Guzmán Valenzuela, Carolina, Barnett, Ronald, Guzmán Valenzuela, Carolina, and Barnett, Ronald

Abstract

In their early teaching practice, university lecturers usually experience difficulties related to how to promote learning among students (e.g., how to plan a lesson, how to use pedagogical resources, and how to assess learning). The way in which new lecturers confront and address these difficulties impacts the evolution of their academic careers and how they use diverse frameworks to reflect on their teaching practices. Taking into account that some of these difficulties are not sufficiently understood yet, this paper aims to analyze them using a qualitative approach. This study adopted several data collection techniques and sources (teachers, students, and researcher) during a single academic year. The results underscored explicit difficulties recognized by the lecturers in relation to their teaching. However, this study's data pointed also to difficulties that remained implicit, and the results suggested that these implicit difficulties may be particularly resistant to self-understanding because they are related to lecturers' inner desire for order and predictability in their teaching. The paper concludes by suggesting possible ways of ameliorating such implicit presuppositions., Em sua prática docente inicial, os professores universitários geralmente vivenciam dificuldades relacionadas a como promover a aprendizagem dos alunos (por exemplo, como planejar uma aula, usar os recursos pedagógicos e avaliar a aprendizagem). A maneira como os novos professores enfrentam e abordam essas dificuldades afeta a evolução de suas carreiras acadêmicas e o modo como eles usam diversos referenciais para refletir sobre suas práticas de ensino. Levando em conta que algumas dessas dificuldades ainda não são suficientemente compreendidas, este trabalho tem por objetivo analisá-las por meio de uma abordagem qualitativa. Para tanto, foram adotadas várias técnicas de coleta de dados e fontes (professores, estudantes e pesquisadora) ao longo de um ano letivo. Os resultados evidenciam as dificuldades explícitas reconhecidas pelos docentes em relação ao seu ensino. Além disso, os dados apontaram também para as dificuldades que permaneceram implícitas, sugerindo que elas podem ser particularmente resistentes à autocompreensão, pois estão relacionadas ao desejo interior dos docentes de ordem e previsibilidade em seu ensino. O artigo conclui sugerindo possíveis formas de melhorar tais pressupostos implícitos.

Published
2013

14. La formación del profesorado novel en asignaturas de finanzas dentro del EEES

Author

Buitrago Esquinas, Eva María, Sánchez Franco, Manuel Jesús, Universidad de Sevilla. Departamento de Economía Financiera y Dirección de Operaciones, Edith Bellini, Martha, Caballero Soria, Silvia, Torre Gallegos, Antonio de la, Buitrago Esquinas, Eva María, Sánchez Franco, Manuel Jesús, Universidad de Sevilla. Departamento de Economía Financiera y Dirección de Operaciones, Edith Bellini, Martha, Caballero Soria, Silvia, and Torre Gallegos, Antonio de la

Abstract

En el presente trabajo describimos la experiencia práctica sobre nuestra participación en el programa de equipos docentes para la formación de profesores noveles, recogido dentro del I plan de Docencia de la Universidad de Sevilla. A lo largo del documento analizamos nuestros objetivos, como hemos desarrollado nuestra participación, los resultados obtenidos, así como las principales conclusiones alcanzadas. También reflexionamos sobre la situación actual de la docencia de las asignaturas de finanzas y sobre la utilidad de que el profesorado de finanzas realice cursos de formación didáctica durante sus primeros años de docencia. Finalmente planteamos propuestas para la mejora del programa., In this paper the practical experience of participating in the program “training new lecturers” is presented. Throughout the paper the objectives and the development of our participation are analyzed. Further, a discussion of the current situation on teaching the subject of finance, and the convenience for the finance department to conduct didactic training for new lecturers in their first years of teaching is discussed. Finally proposals for improving the program and conclusions are given.

Published
2011

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