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

Smith, Janice (2011) Beyond evaluative studies : perceptions of teaching qualifications from probationary lecturers in the UK. International Journal for Academic Development, 16 (1). pp. 71-81.

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Official URL: https://doi.org/10.1080/1360144X.2011.546236

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.

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Item metadata

Item type:	Article
ID code:	35793
Dates:	Date Event 2011 Published 25 February 2011 Published Online
Keywords:	probation, teaching qualifications, academic practice, academic development, Higher Education, Education
Subjects:	Education > Theory and practice of education > Higher Education
Department:	Professional Services > Student Experience and Enhancement Services
Depositing user:	Pure Administrator
Date deposited:	10 Nov 2011 15:05
Last modified:	20 Jan 2021 19:51
Related URLs:	Scopus publication
URI:	https://strathprints.strath.ac.uk/id/eprint/35793

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