New academics’ experiences of induction to teaching: an Activity Theory approach

Mathieson, Susan, Allin, Linda, Penlington, Roger, Black, Kate, Orme, Elizabeth, Anderson, Emma, Hooper, Helen and Mcinnes, Lynn (2019) New academics’ experiences of induction to teaching: an Activity Theory approach. Educational Developments, 20. pp. 1-4. ISSN 1469-3267

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Abstract

In this article we present findings of a research project investigating the experiences of new academics in the process of becoming effective teachers, using an Activity Theory framework (Engestrom, 2001 ). The research was undertaken in a post-92 university that has shifted from teaching and professional development to prioritise a new emphasis on research. However, all academics have a dual responsibility for teaching and research. The project brought us together as education developers who were involved in the induction of academics into teaching across six departments. We shared a common aim in trying to understand the issues faced by new academics in their various disciplines and departments, in order to improve their induction experience and provide an enhanced CPD offer.

Item Type: Article
Subjects: X300 Academic studies in Education
Department: Faculties > Business and Law > Newcastle Business School
Faculties > Engineering and Environment > Computer and Information Sciences
Faculties > Engineering and Environment > Mechanical and Construction Engineering
Faculties > Health and Life Sciences > Applied Sciences
Faculties > Health and Life Sciences > Psychology
Faculties > Health and Life Sciences > Sport, Exercise and Rehabilitation
Depositing User: Elena Carlaw
Date Deposited: 19 Feb 2020 11:48
Last Modified: 11 Mar 2020 15:30
URI: http://nrl.northumbria.ac.uk/id/eprint/42139

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