Communities and Scholarship in Supporting Early-Career Academics at the University of the Witwatersrand

Autor/inn/en	Osman, Ruksana; Hornsby, David J.
Titel	Communities and Scholarship in Supporting Early-Career Academics at the University of the Witwatersrand
Quelle	In: Studies in Higher Education, 41 (2016) 10, S.1835-1853 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1221659
Schlagwörter	College Faculty; Foreign Countries; Research Universities; Questionnaires; Interviews; Teacher Attitudes; Correlation; Faculty Workload; Scholarship; Teaching Methods; Organizational Culture; Intellectual Disciplines; Communities of Practice; Expertise; Faculty Development; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Fakultät; Ausland; Forschungseinrichtung; Fragebogen; Interviewing; Interviewtechnik; Lehrerverhalten; Korrelation; Scholarships; Stipendium; Teaching method; Lehrmethode; Unterrichtsmethode; Unternehmenskultur; Geisteswissenschaften; Community; Expert appraisal; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The present paper reports on early-career academics' (ECAs) experiences of support for teaching in a research-intensive university in Africa. Through conducting a questionnaire and follow up in-depth interviews greater insight into how ECAs perceive and experience support for developing their teaching practice, is gained. Our analysis suggests that most academics interviewed began their first teaching position with no preparation for all that teaching involves. Many struggled to balance the demands associated with teaching and research, in addition to familiarizing oneself with institutional teaching norms and cultures. Almost all found support from within their discipline, although such support was incidental and spontaneous rather than planned. We offer the idea of communities of practice as an approach to institutionalize support for ECAs and draw on the scholarship of teaching and learning as the theoretical framing for this study and experience from a South African institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01