Conceptualising institutional support for early, mid, and later career teachers

Abstract

In this paper we argue that institutions need to support early career teachers to learn to teach in much the same way that students who are new to higher education are supported: through integrated and intentionally designed transition strategies. We take a published student transition typology and adapt it to identify ways of supporting early career teachers. We argue that strategies within each conception of our adapted typology are necessary to support a diverse cohort of higher education teachers, not only those who begin teaching each year, but those who are in their mid and later careers.

Keywords:

• Early, mid, and later career teachers
• education development
• professional learning
• transition pedagogy
• scholarship of teaching and learning

Notes

1. These programmes are given different names in different institutions and countries, for example Graduate Certificate in Higher Education, Graduate Certificate in Teaching and Learning, Certificate in Teaching.