Re‐addressing the priorities: new teacher educators and induction into higher education

Murray, Jean

doi:10.1080/02619760500040108

Cited by 86 publications

(53 citation statements)

References 4 publications

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“…Carillo & Baguley 2011, Ducharme 1993, Harrison & McKeon 2008 and induction and professional development needs, most especially concerned with research development (e.g. Boyd & Harrison 2010, Griffiths et al 2009, Murray 2005, Schuck, Aubusson & Buchanan 2010. Studies that have treated teacher education as work have often made gender a central focus of their analysis or have regarded labour mainly as an institutional concept, through which individual workers add value to institutional assets 3 (Dinkleman 2011, Kosnik & Beck 2011.…”

Section: Academic Work Academic Capitalism and Teacher Educationmentioning

confidence: 99%

Academic work and proletarianisation: A study of higher education-based teacher educators

Ellis

McNicholl

Blake

et al. 2014

Teaching and Teacher Education

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Section: Academic Work Academic Capitalism and Teacher Educationmentioning

confidence: 99%

Academic work and proletarianisation: A study of higher education-based teacher educators

Ellis

McNicholl

Blake

et al. 2014

Teaching and Teacher Education

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“…A survey of education departments (Murray, 2005) investigating lecturer's experiences of academic induction emphasised the importance of informal workplace learning although this was found to vary considerably in focus and quality. A further study (Murray & Male, 2005) of seven departments, in contrasting institutions including new and old universities, concluded that there is a need to support the transition of school teachers appointed to higher education.…”

Section: Workplace Learning In a Teacher Education Departmentmentioning

confidence: 99%

Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity

Boyd

Harris

2010

Professional Development in Education

138

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This article contributes to understanding of the professional learning of expert school teachers when they are appointed as university-based teacher educators. In this case study of a single department a qualitative analysis is used to interpret the transcripts of sixteen semi-structured interviews with lecturers in teacher education within four years of their appointment to higher education roles. They experience tensions within the educational partnership and professional field about the value of abstract knowledge compared to work-based practice and about what a lecturer in teacher education should be. The situated learning of the new lecturers within their particular departmental context encourages them to hold on to their existing identities as school teachers, rather than embrace new identities as academics.Key Words: Teacher educator; lecturer in teacher education; identity; pedagogy From school teacher to university lecturerThis paper reports on an investigation into the perspectives and workplace learning of newly appointed lecturers, in a single large UK teacher education department, who have moved from school based teacher roles and have less than five years experience working in higher education. The key question is 'how do new teacher education lecturers experience their transition from professional practice as school teachers to become lecturers in teacher education based in higher education?' Within this there is a sub-question of how these new lecturers build their professional identities. The purpose of the study is to help to shape the academic induction of new lecturers in teacher education because the development of these professional educators is critical for the effective contribution of higher education departments to the training of new school teachers.

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“…Appropriate induction is essential for the support of new academic staff (Gravett and Petersen, 2007;Murray, 2005;Staniforth & Harland, 2006;Trowler & Knight, 1999). However these authors focus mainly upon the induction of new permanent staff and the issues relating to sessional staff receive little attention.…”

Section: A 'Seconded Staff Approach'mentioning

confidence: 99%

Seconding Teachers to the Academy: An Alternative to Traditional Approaches of Sessional Staff Employment

Walkington

2014

AJTE

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Re‐addressing the priorities: new teacher educators and induction into higher education

Cited by 86 publications

References 4 publications

Academic work and proletarianisation: A study of higher education-based teacher educators

Academic work and proletarianisation: A study of higher education-based teacher educators

Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity

Seconding Teachers to the Academy: An Alternative to Traditional Approaches of Sessional Staff Employment

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