The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Teachers into lecturers: an agenda for change
Open accessAbstract
Teachers who make a career move into initial teacher education lecturer posts in higher education institutions are often more than halfway through their professional careers, yet they often take on the role of lecturer with little experience of some of the requirements of the post. Most lecturing posts carry with them a research commitment. For these new entrants, this aspect of their post can be daunting. This research considers the reflective views of a number of new lecturers, with different areas of subject expertise. It compares their experiences and offers suggestions for an agenda for change in terms of induction procedures, support and professional development strategies which could lead to more effective induction of new lecturers in initial teacher education which utilise more fully the best practice which exists at present.
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“The findings of this study confirm earlier research (see, for example, Sinkinson, 1997; Hatt, 1997) in identifying the transition between school teaching and HE in England as stressful for new teacher educators.”
From Becoming a teacher educator: evidence from the field (2005) · cites this paper as Sinkinson, 1997
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In the citing paper
“The few available studies of new teacher educators in various national contexts have identified that the transition between school teaching and work as a teacher educator is often stressful, with many teacher educators having difficulties in adjusting to the expectations of HE (Acker & Feuerverger, 1997; Ducharme, 1993; Sinkinson, 1997; Hatt, 1997; Nicol, 1997; Murray, 2003).”
From Becoming a teacher educator: evidence from the field (2005) · cites this paper as Sinkinson, 1997
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Citations
Cites
Meyer, I. (1998) · Cited by 130
Teachers as Mentors: A Practical Guide
Field, B., & Field, T. (1996) · College Composition and Communication · doi:10.2307/358804 · Cited by 60
Selkirk, K. (1995) · The Mathematical Gazette · doi:10.2307/3620040 · Cited by 41
Partnership in secondary initial teacher education
Williams, A. (1995) · David Fulton eBooks · Cited by 4
Research works printed but not linked: 4
- 1996, Report No. 17, Main Report
- Sinkinson A., 1996, Mathematics Education Review, 7, 17
- Watson A., 1994, Mentoring in Mathematics Teaching
- Wharfe L., 1995, Workshop Report: mentor development programme
Cited by
Becoming a teacher educator: evidence from the field
Murray, J., & Male, T. (2005) · Teaching and Teacher Education · doi:10.1016/j.tate.2004.12.006 · Cited by 703
Metadata
- Authors
- Sinkinson, A.
- Affiliations
- University of East Anglia (GB)
- Corresponding author
- Sinkinson, Anne
- Venue
- Teacher Development
- Publisher
- Informa UK Limited
- Published
- 1997-03
- Volume
- 1
- Issue
- 1
- Pages
- 97-105
- ISSN
- 1366-4530 (ISSN-L)
- 1747-5120
- OpenAlex
- W1979636556
- Cited by
- 27
- References
- 4
- Citations by year
- 2023: 1 · 2020: 3 · 2019: 2 · 2017: 1 · 2016: 4 · 2014: 1 · 2012: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Teacher Development (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Teacher Professional Development and Motivation
- Keywords
- career change, initial teacher education, new lecturers, research commitment, professional development, reflective practice, university teaching
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