Early-Career STEM Faculty Members' Perceptions on Their Teaching Praxis

Autor/inn/en	Clarke, Marie; Barrett, Terry; Dignam, Barbara Jillian; Galvin, Áine; Hyland, Sheena; Jennings, David
Titel	Early-Career STEM Faculty Members' Perceptions on Their Teaching Praxis
Quelle	In: International Journal for Academic Development, 28 (2023) 1, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clarke, Marie) ORCID (Jennings, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2021.1960353
Schlagwörter	Novices; STEM Education; College Faculty; Praxis; Teacher Attitudes; Skill Development; Teaching Skills; Work Environment; Foreign Countries; Faculty Development; Ireland + Suchen Sie Ihr Suchwort? STEM; Fakultät; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Arbeitsmilieu; Ausland; Irland
Abstract	This study explores the perceptions of early career STEM faculty about their teaching contexts and praxis after pursuing an accredited teaching and learning programme in an Irish university. A social realist approach using Archer's morphogenetic framework was employed to facilitate an exploration of their perceptions about teaching and the variegated responses that those perceptions produced. The study reveals the different ways in which faculty develops their teaching skills and how their work environment influences their development. The social realist approach provides a lens through which leaders of accredited programmes can understand the challenges and motivations of early career STEM faculty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01