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ERIC Number: EJ1136224
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1360-144X
Conceptualising Institutional Support for Early, Mid, and Later Career Teachers
Fraser, Kym; Greenfield, Rosie; Pancini, Geri
International Journal for Academic Development, v22 n2 p157-169 2017
In this paper we argue that institutions need to support early career teachers to learn to teach in much the same way that students who are new to higher education are supported: through integrated and intentionally designed transition strategies. We take a published student transition typology and adapt it to identify ways of supporting early career teachers. We argue that strategies within each conception of our adapted typology are necessary to support a diverse cohort of higher education teachers, not only those who begin teaching each year, but those who are in their mid and later careers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia