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Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education

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In the UK, most initial nurse and teacher education is provided by university departments working in partnership with local health trusts and schools. New university lecturers in these professional fields are generally selected due to their successful performance as practitioners, as nurses or school teachers, rather than on more traditional requirements for appointment as an academic focusing on scholarship. This project investigates the workplace learning and identity-building experiences of nurses and of school teachers in their first four years in higher education lecturer posts. It aims to inform practice in academic induction for these groups of staff. In the case study institution, the new lecturers find their transition to higher education challenging and confusing because of tensions over what a lecturer should be. They tend to hold on to existing identities as practitioners rather than embracing new identities as academics. The implications for academic induction of these lecturers are considered. Au Royaume-Uni, la plupart des programmes de formation initiale des infirmiers et des enseignants sont donnes par des departements universitaires, en collaboration avec les agences locales de sante et les ecoles. Les nouveaux enseignants universitaires dans ces domaines professionnels sont generalement choisis en raison de leurs performances positives a titre de praticiens - infirmiers ou enseignants - plutot qu'en raison de criteres davantage traditionnels de nomination lies a la recherche academique. Ce projet etudie les experiences d'apprentissage sur le terrain et de construction d'identite d'infirmiers et d'enseignants durant leurs premieres quatre annees d'enseignement universitaire. Il vise a informer la pratique d'intronisation academique pour ces categories de personnel. Dans l'institution visee par l'etude de cas, les nouveaux enseignants jugent leur transition vers l'enseignement superieur remplie de defis et porteuse de confusion en raison des tensions au sujet de ce qu'un enseignant universitaire devrait etre. Les nouveaux enseignants tendent a s'accrocher a leur identite existante de praticien plutot que de se tourner vers leur nouvelle identite d'universitaire. Les implications en matiere d'intronisation academique pour ces enseignants sont presentees.

Keywords: academic; identity; induction; lecturer; professional

Document Type: Research Article


Affiliations: University of Cumbria, Carlisle, UK

Publication date: June 1, 2010

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