University teaching induction programmes. A systematic literature review
Impacto
Scholar |
Otros documentos de la autoría: Sánchez-Tarazaga, Lucía; Ruiz-Bernardo, Paola; Viñoles Cosentino, Virginia; Esteve-Mon, Francesc M.
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
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INVESTIGACIONMetadatos
Título
University teaching induction programmes. A systematic literature reviewAutoría
Fecha de publicación
2022-11-23Editor
Taylor & FrancisISSN
1941-5257; 1941-5265Cita bibliográfica
Sánchez-Tarazaga, Lucía, Paola Ruiz-Bernardo, Virginia Viñoles Cosentino, and Francesc M. Esteve-Mon. 2022. “University Teaching Induction Programmes. A Systematic Literature Review.” Professional Development in Education 50 (2): 279–95. doi:10.1080/19415257.2022.2147577Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
In recent decades, there has been growing concern about teacher preparation at university and the link to educational quality. As a result, higher education institutions have designed programmes to help faculty teachers ... [+]
In recent decades, there has been growing concern about teacher preparation at university and the link to educational quality. As a result, higher education institutions have designed programmes to help faculty teachers further their development in their professional careers. However, the literature pinpoints a lack of empirical evidence on professional development (PD) policies at university level due to the limited tradition of research and evaluation at this educational stage. The aim of this research is to provide an overview of the actions and programmes for the professional learning of new academics at university institutions. To this end, we conducted a systematic review of the international literature, based on 262 papers from three international databases, of which a total of 18 were analysed in depth. This study examines the types of programme, content and learning outcomes. The findings show that most programmes deploy mentoring versus other modalities, although duration and content are heterogeneous. In addition, mentor selection and training is revealed as a key element for programme success. Finally, we present a number of lessons learned that may be useful for university induction programme design. [-]
Publicado en
Professional Development in Education (2022)Entidad financiadora
Universitat Jaume I
Código del proyecto o subvención
UJI-A2020-18
Derechos de acceso
http://rightsstatements.org/vocab/InC/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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