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dc.contributor.authorJarvis, Joy
dc.contributor.authorDickerson, Claire
dc.contributor.authorChivers, Leo
dc.contributor.authorCollins, Christine
dc.contributor.authorLee, Elisabeth
dc.contributor.authorLevy, Roger
dc.contributor.authorSolly, Dianne
dc.identifier.citationJarvis , J , Dickerson , C , Chivers , L , Collins , C , Lee , E , Levy , R & Solly , D 2012 , ' A Personalised Needs-Led Group Approach to Induction : Perceptions of Early Academics in a University School of Education ' , Australian Journal of Teacher Education , vol. 37 , no. 11 , 3 .
dc.identifier.otherPURE: 1432760
dc.identifier.otherPURE UUID: 9dc59ed5-6821-4c0e-b156-2b5e57741ad9
dc.identifier.otherScopus: 84872142886
dc.description.abstractMembers of staff joining a school of education often have extensive experience in practice but not in academia and the university setting may present a complex diversity of roles, ways of working, values and goals. Colleagues may face issues of understanding the organisational structure and culture, changing identities, and concerns about their academic reading and writing abilities. This paper presents a study designed to examine the efficacy of a personalised needs-led self-study group approach to induction for experienced professionals joining a University School of Education. The approach was new to both current staff members and the four early academic staff, most of whom were teacher educators. In group sessions new colleagues had space for dialogue and story-telling based on their experiences, and created visual images for reflection and discussion with group members. Progressive group activities included presentations at local and international conferences, and academic writingen
dc.relation.ispartofAustralian Journal of Teacher Education
dc.titleA Personalised Needs-Led Group Approach to Induction : Perceptions of Early Academics in a University School of Educationen
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.description.statusPeer reviewed
rioxxterms.typeJournal Article/Review

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