Teaching Induction Program: Framework, Design and Delivery

Huber, Elaine; Hoadley, Susan; Wood, Leigh N.

doi:10.5539/ass.v7n11p13

Cited by 3 publications

(2 citation statements)

References 7 publications

(8 reference statements)

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“…In situations where technology can play an incremental role particularly on collective professional reflections, blended delivery is an effective method [34]. There have been recent successes in this mode for example a tutor induction program designed and developed at the case university won acclaim in the form of the Vice Chancellor's award for programs that enhance student learning [35], [36]. Other examples of blended learning are described in the literature detailing definitions, why to blend, how to blend and when not to blend.…”

Section: Design Phasementioning

confidence: 99%

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Engaging With Academic Integrity: A Focus on the Teacher

Huber¹,

Coady²

2017

EDULEARN Proceedings

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Research into academic integrity has been approached from a range of perspectives. In many cases a student-centered approach is taken towards investigating academic literacies and the best ways in which to approach plagiarism, whether it be through lack of understanding or purposeful. Few studies focus on the teachers and this study will contribute to the body of knowledge in this regard by asking "How are staff being supported to redirect their understanding of academic integrity based on penalties and punishment towards a more supportive and sustainable approach?" A first step could be to guide teachers to the location of relevant policies and procedures then to raise their awareness of their practicalities. From there, to develop understanding of how good assessment design and pedagogy can provide students with the opportunity to excel in their studies. This paper describes the design, development and implementation of a professional learning online module for staff at one Australian university. The online module enables staff to engage in critical discourse about academic integrity issues in an authentic context and through a community of practice.

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Section: Design Phasementioning

confidence: 99%

“…Alternatively, staff can access the module through two other means. First is a professional learning program called the Tutor Induction Program (TIP) [36]. Three of the four faculties at the case university pay their tutors and all casual staff to complete TIP.…”

Section: Implementation Phasementioning

confidence: 99%

Engaging With Academic Integrity: A Focus on the Teacher

Huber¹,

Coady²

2017

EDULEARN Proceedings

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Identities of Teacher Educators in Higher Education: A Literature Review

Dotta¹,

Lopes²

2023

Rev. Colomb. Educ.

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Within the research field on teacher educators there is an overwhelming array ofperspectives, which requires meticulous organization and deeper analysis. The generalgoal of this article is to characterize research studies on teacher educators.More specifically, the article intends to identify the role played by the studies on teacher educators’ identities in that broader context. A literature review covering almost two decades of publications was conducted. First, the authors identified the selected themes, their geographies and their evolution throughout time, revealing the importance of Professional Development, a topic which includes the subtopic of teacher educators’ identities. The content analysis of the articles related to this subtopic made it possible to identify four dynamic fields: two related with teacher educators’ biographies and roles; and the others, connected with both the broader and specific contexts of teacher educators’ work.

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Examining the Professional Excellence Programme: Inducting University Teachers into the Higher Education System in South Africa

Matope,

Baleni

2023

EHASS

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The obligation to increase the standard of instruction and learning falls on academic developers. A crucial part of academic staff development at institutions of higher learning is the induction of academics who are primarily subject matter specialists without the pedagogical abilities to teach effectively in the higher education environment. This qualitative essay investigated how the Professional Excellence Programme (PEP) might be utilised as an induction Short Learning Programme (SLP) for new academics. After finishing the brief SLP, the inductees were given a questionnaire to evaluate the modules (Teaching and Learning, Curriculum Development, and Assessment in Higher Education) and qualitative data was gathered. The study was framed by Wegner’s social learning theory. The research showed that the PEP programme can be an efficient programme to develop academics into university teachers. Since the SLP was accepted by all participants in the study, the study recommended that the Directorate of Teaching and Learning should develop the PEP programme into a credit-bearing postgraduate diploma in higher education at NQF Level 8, which is equivalent to an honours degree. Keywords: Professional excellence, Induction, University teacher, Transformative pedagogy, Academic developer

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Teaching Induction Program: Framework, Design and Delivery

Cited by 3 publications

References 7 publications

Engaging With Academic Integrity: A Focus on the Teacher

Engaging With Academic Integrity: A Focus on the Teacher

Identities of Teacher Educators in Higher Education: A Literature Review

Examining the Professional Excellence Programme: Inducting University Teachers into the Higher Education System in South Africa

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