Seamlessly transcending the academic bump to support the novice lecturer in higher education
Average rating
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Star rating
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Issue Date
2018-05-08
Metadata
Show full item recordAbstract
This self-reflective article considers the support mechanisms from which new lecturers from a teaching background may benefit upon their entry to academia. The concept of academic identity is explored and the suggestion of a continually evolving professional identity is discussed. Emergent themes of reciprocity and critical friendship, team teaching and personal skills and qualities are examined. The framework for this article is the introduction of the Teaching Excellence Framework and recommendations for higher education practice are made in support of this.Publisher
Taylor and FrancisJournal
Research in Post Compulsory EducationType
Journal articleLanguage
enISSN
1747-5112ae974a485f413a2113503eed53cd6c53
10.1080/13596748.2018.1444389
Scopus Count
Collections
The following licence applies to the copyright and re-use of this item:
- Creative Commons
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/