ERIC Number: ED393815
Record Type: RIE
Publication Date: 1996-Jan
Reference Count: N/A
Learning To Teach in Scottish Higher Education.
This publication reports on a study designed to discover the nature and extent of staff induction and initial training available to new members of academic staff in Scottish higher education institutions, and to measure how a sample of these new staff perceived the training they had received and what other training needs, if any, they had. The project was conducted in two stages. The first stage involved in-depth interviews with key individuals at 11 institutions who had responsibility for staff induction and teaching support. From the data, examples of interesting practices typifying particular approaches to induction and initial training were identified. The institutions were divided into three groups illustrating different approaches--short courses provided by a consortium; short courses in larger higher education institutions; and extended study in the former central institutions. In the second stage of the project, focused in-depth surveys of new academic staff were conducted at two higher education institutions. The resulting data were analyzed in terms of course attendance; course content; mentor support; perceived strengths, weaknesses, and impact of the training; and the kind of further training desired. Results of the research revealed that almost all of the institutions in the study had strategies for initial training and staff development, using a variety of approaches; and that respondents were generally satisfied with the training they had received. Several issues were also identified that need further research. The questionnaire used for the new members of staff in two institutions of higher education is included in the appendix. (ND)
Descriptors: Beginning Teacher Induction, College Faculty, College Instruction, Colleges, Faculty Development, Foreign Countries, Higher Education, Inservice Teacher Education, Minicourses, Questionnaires, Teacher Attitudes, Teacher Orientation, Universities
Scottish Council for Research in Education, 15 St. John Street, Edinburgh, Scotland EH8 8JR.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Scottish Council for Research in Education, Edinburgh.
Identifiers: Scotland; Teacher Satisfaction