Literaturnachweis - Detailanzeige
Autor/inn/en | Mulholland, Kirstin; Nichol, David; Gillespie, Aidan |
---|---|
Titel | 'It Feels Like You're Going Back to the Beginning…': Addressing Imposter Feelings in Early Career Academics through the Creation of Communities of Practice |
Quelle | In: Journal of Further and Higher Education, 47 (2023) 1, S.89-104 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mulholland, Kirstin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0309-877X |
DOI | 10.1080/0309877X.2022.2095896 |
Schlagwörter | College Faculty; Beginning Teachers; Beginning Teacher Induction; Foreign Countries; Professional Identity; Self Concept; Teacher Attitudes; Teacher Student Relationship; Academic Language; School Culture; Communities of Practice; Sense of Community; Group Membership; Social Environment; Work Environment; United Kingdom Fakultät; Junior teacher; Junglehrer; Ausland; Selbstkonzept; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schulkultur; Schulleben; Community; Gruppenzugehörigkeit; Soziales Umfeld; Arbeitsmilieu; Großbritannien |
Abstract | In exploring imposter feelings in early career academics, this article examines the impacts of adopting social constructivist pedagogies. It reveals the significance of reflective practice in a Post-Graduate Certificate in Academic Practice programme (PGCAP), supporting professional development in teaching, learning and assessment for new academics in a UK Higher Education context. A qualitative case study approach enabled researchers to gain insight into participants' experiences; data was collected via semi-structured interviews. Findings suggest that causes for imposter feelings are multi-faceted, encompassing factors including interactions with students, and adjusting to university language, culture and systems. Alongside similar studies internationally, the authors present that employing social constructivist pedagogical tools in a planned programme of professional development for early career academics supports the creation of mutually empowering communities of practice (CoP), so addressing threats to professional identity, providing a horizontal alternative to organisational hierarchical support mechanisms, and enabling the construction of a secure academic identity. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |