Browsing Education by Subjects
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Identity formation among novice academic teachers–a longitudinal studyThis study reports findings from an in-depth, longitudinal investigation of the formation of 13 novice tutors’ professional identities as academic teachers. The study spanned tutors’ first two years in-service, while they were also participating in a teacher development course. Discourse was analysed across 65 time-series coursework texts, completed as part of the tutors’ reflection on their teaching practice. The analysis captured the use of explicit identity positioning cues by tutors across the texts. Four discreet identity positions were catalogued: academic insider, class teacher, teaching course participant and young academic. The study illustrates how these tutors developed more complex identity narratives with enriched coherence over time as they reported negotiating challenges and dissonance between initial expectations and actual teaching experiences. This finding offers explanatory support for previous research regarding the value of longer term teacher development programmes and illuminates existing theoretical models with practitioner perspectives.
Widening the discourse on team-teaching in higher educationTeam-teaching is arguably shifting from the realm of pedagogic choice to that of necessity in a complex and demanding Higher Education (HE) landscape. This research gives a voice to staff collaborating in team-teaching, considering their motivations and approach, to identify key challenges and opportunities. Results indicate that the changing landscape of HE in the UK is promoting innovative approaches to using existing team-teaching models rather than proposing new ones. The leadership dimension of the module leader role is highlighted, suggesting a need to explore and extend debates on developing academic leadership at all levels of academic employment. Consequently, the research contributes additional perspectives on existing work relating to academic leadership, the changing academic role, increasing workloads and professional teacher identity. The findings have implications for how staff are prepared and supported as practitioners in HE and the processes whereby we record and reward individuals contributions.