A Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education

Defining Professional Self: Teacher Educator Perspectives of the Pre-ECR Journey.

“…In doing so, we extrapolate how this inhibited and/or contributed to shaping our emerging professional identity in scholarship and research within an Australian University teacher education context. This research expands upon previous research exploring the development of professional self-efficacy and capacity to embrace shifting professional identity as experienced by early career academics (see Boyd, Harris & Murray, 2011;Jarvis et al, 2012). We offer insight into our perceptions and experiences of working within a culture of expectations to perform at the levels of research output and productivity of ECRs and/or more experienced colleagues.…”

“…Other studies constituting an equally small sample size of participants have been used to collaboratively explore specific aspects of the development of professional identity for early academics. Such small sample sizes are purported as allowing for greater depth of and increased access to insights through the intimacy of a close community (Jarvis et al, 2012). Given our intention to generate insights into the unfolding journey toward ECR status, this exploratory paper provides a foundation upon which further substantial research into the intellectual and practical supports identified as required within our pre-ECR context can be pursued.…”

“…This can be problematic for neophyte teacher educators who rarely enter into teacher education teaching contexts with experience in research. Existing research on teachers who move into teacher education has shown that this transition is often experienced as stressful as they grapple with establishing new professional identities as teachers of teachers, develop new areas of expertise and fulfil expectations to engage in and produce research (Gourlay, 2011;Jarvis et al, 2012;Murray & Male, 2005;Swennen et al, 2008).…”

“…The limited experience in research practice that classroom teachers bring with them into teacher education contexts has been extensively reported (see Arremen, 2005;Baguley, 2009;Harrison & McKeon, 2010;Murray & Male, 2005;Sikes, 2006;Robinson & McMillan, 2006;Swennen et al, 2008). Although the transition from classroom to teacher educator context has been acknowledged as a stressful experience (Gourlay, 2011;Jarvis et al, 2012;Murray & Male, 2005;Swennen et al, 2008), what is lacking in these studies is the specific implications this research inexperience has in regard to classroom teachers' capacity to successfully enact transition of professional identity and practice.…”