Literaturnachweis - Detailanzeige
| Autor/inn/en | Honeyfield, Judith; Fraser, Cath |
|---|---|
| Titel | Resource Development for Novice Educators: The Story of a New Zealand Interinstitutional Collaboration |
| Quelle | In: International Journal of Teaching and Learning in Higher Education, 24 (2012) 2, S.264-271 (8 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1812-9129 |
| Schlagwörter | Higher Education; Action Research; Foreign Countries; Beginning Teachers; Novices; Professional Development; Feedback (Response); Cooperation; Evaluation; New Zealand |
| Abstract | Increasingly, many of our higher education teaching staff hail from diverse backgrounds with cultures that are often dissimilar to the world of academia. Drawn to education as a second career, or courted from industry for real world verisimilitude, their experience and external sector knowledge can be invaluable to an institution, but of little practical assistance to the individual in front of his or her first lecture theatre. Between 2008 and 2010, staff developers from five New Zealand higher education providers used an action research framework to investigate and address the needs of these novice teachers. This paper uses the four-phase cycle of planning, acting, observing and reflecting to describe the development and evaluation of Signposts, a professional development resource for new post-secondary educators. Learnings from the project affirm the value of collaborative projects and underscore the need for educational leaders to model reflective and critical practice. Several identified aspects of good practice in resource development are transferable beyond the single action research cycle described here. (As Provided). |
| Anmerkungen | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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