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ERIC Number: ED222109
Record Type: RIE
Publication Date: 1982
Pages: 224
Abstractor: N/A
Reference Count: 0
First Year on the Faculty: A Study of 100 Beginning College Teachers.
Fink, L. Dee
The origins, situation, and performance of about 100 college teachers who received their doctorates in geography from 1 of 30 major U.S. universities were investigated. Quantitative and narrative information was obtained from the teachers, colleagues from their departments, and students and through site visits. Three main topics were studied regarding the origins of the new teachers: (1) the extent and rated value of various types of prior developmental experiences as teachers (e.g., teaching experience, education courses, teaching preparation programs); (2) the relationship between these prior experiences and subsequent performance as teachers; and (3) the sorting process (i.e., who went where and why). The situation of the new teachers was examined in relation to the following variables: type of contract (tenure or nontenure track), work load, degree of identification with the institution, ability to find intellectual companionship with colleagues, and social similarity to students. Each of these variables was found to have an effect on both the performance and the professional satisfaction of the new teachers. In regard to new professors' performance, attention was directed to educational goals; teaching prototypes; teaching methods; and evaluations of their teaching by students and colleagues, and by themselves. Consideration is given to the new teachers' reactions to their first year's experiences, their other academic accomplishments, and their plans for the following year. Recommendations are offered for graduate departments, graduate students, departments receiving new faculty members, and beginning college teachers. (Author/SW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Association of American Geographers, Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Oklahoma Univ., Norman. Office of Instructional Services.