Skip to main content

Beyond evaluative studies: perceptions of teaching qualifications from probationary lecturers in the UK

Buy Article:

$47.00 plus tax (Refund Policy)

Probation is little used as a frame of reference in academic development literature. Frequently, the focus is on evaluating teaching qualifications for new lecturers. Less often investigated is the issue of situating such a course within the overall experience of new academics, to consider the role that teaching qualifications have within wider probationary processes in the UK. This qualitative study sought the views of new academics on various influences shaping their socialisation. Insights from this work can feed usefully into policy and practices for academic developers, and three key themes - equity, impact and congruence - are elaborated in this article.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Keywords: academic development; academic practice; probation; teaching qualifications

Document Type: Research Article

Affiliations: Centre for Academic Practice and Learning Enhancement, University of Strathclyde, Glasgow, UK

Publication date: 2011-03-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more