Teachers into lecturers: an agenda for change

Abstract

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.