Literaturnachweis - Detailanzeige
| Autor/inn/en | Roberts, Amanda; Weston, Kathryn |
|---|---|
| Titel | Releasing the Hidden Academic? Learning from Teacher-Educators' Responses to a Writing Support Programme |
| Quelle | In: Professional Development in Education, 40 (2014) 5, S.698-716 (19 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-5257 |
| DOI | 10.1080/19415257.2013.835277 |
| Schlagwörter | Teacher Educators; Higher Education; Writing Improvement; Writing for Publication; Writing Instruction; Writing Skills; Program Effectiveness; Barriers; Faculty Development; Time on Task; Professional Identity; Self Esteem; Peer Evaluation; Workshops; Intervention; Foreign Countries; Interviews; Focus Groups; United Kingdom |
| Abstract | The Research Excellence Framework has led to increased scrutiny on the volume/quality of writing produced by academics within higher education institutions. This paper describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is not simply a case of "hurrying them along" but requires understanding of the particular barriers to writing for this group. We show how tailored interventions, with emphasis on professional development rather than the explicit demand for publications, may be a fruitful approach towards encouraging staff to write and publish. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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