University teachers at the beginning of their career

Author(s):

Mari KarmAnu Haamer

Conference:

ECER 2009

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 11 C, Academic and Professional Development of University Teachers

Paper Session

Time:

2009-09-30

16:45-18:15

Room:

HG; HS 29

Chair:

Barbara Zamorski

Contribution

Previous research and personal experience has shown the need to study the adaption and managing process of beginning university teachers. The experiences of first years of career have a great influence to the development of university teachers’ learning and teaching conceptions, values and professional identity as a university member. Formation of the concept of good teaching, approaches to teaching and professional self-concept transpires to a large extent during the first years of one’s career. Academic’s professional development presupposes the understanding and accepting of the university teacher identity, professional learning and awareness of personal teaching philosophy. As analysing the professional development of novice university teachers, we are interested in the following factors, which could impact university teachers’ perception of professional development: self- concept and perception of professional identity; prior learning and disciplinary background; learning preferences; interpretation of professional activity; stage of professional development; culture of institution (department); community of practice; shifts in social context. Different expectations to the university teacher can be controversial, what does not support the development of holistic identity of university teachers. Lack of support and training early in a teacher’s career can deliver negative values and teacher-focused approach to teaching. The paper is based on the interviews with novice teachers from different universities of Estonia. In analysis of the research problem we rely on the following concepts: professional development (Ruohotie 1996, 2003, Cranton 1996), experiential learning (Boud, Keogh, Walker 1993), university teachers’ conceptions of learning and teaching (Kember, 1997, Postareff et al 2007), critical reflection (Brookfield 1995, Moon 1999, Mezirow 1994, 2000), community of practice (Lave, Wenger 1991, Wenger 1998) and professional identity (Kelchtermans 1993

Method

The main principles of social constructivism lay the foundation for methodology of the current research. The following methods are exploited in the current research: 1. Data collection through professional biographical interviews 2. Data analysis through following methods: • Holistic analysis of narratives, • Thematic field analysis, • Analysis of identity statements, • Analysis of teaching stories.

Expected Outcomes

Conclusions: the needs of novice teachers for support are different depending on their previous experiences, reflection skills and the context of the organization, that means that supportive systems in universities have to be flexible and offer different choices. Expected outcomes to map the conceptions of teaching and learning, approaches to teaching and perceptions of professional identity of novice university teachers; to map the need of new lecturers for support - novice teachers may have difficulties in learning from their experiences to find out the impact of the pedagogical culture of universities to the novice teachers professional development; to design /create the basis for supporting development of beginning university teachers.

References

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Author Information

Mari Karm

University of Tartu

Faculty of Education

Tartu

Anu Haamer