Citations (35)
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Clare Gormley. (2022) It’s good to talk: Exploring the influence of facilitated teaching conversations at an Irish university. Innovations in Education and Teaching International 59:5, pages 522-532.
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Janet M. Haresnape, Fiona J. Aiken & Nirvana C. Wynn. (2022) Sharing good practice and encouraging community cohesion online: a programme of tutor-led online events for Open University tutors. Open Learning: The Journal of Open, Distance and e-Learning 37:1, pages 30-52.
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Luke Wakely. (2021) Does the culture of academia support developing academics transitioning from professional practice?. Journal of Higher Education Policy and Management 43:6, pages 654-665.
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Barbara Kensington-Miller. (2021) ‘My attention shifted from the material I was teaching to student learning’: the impact of a community of practice on teacher development for new international academics. Professional Development in Education 47:5, pages 870-882.
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Amanda French. (2020) Academic writing as identity-work in higher education: forming a ‘professional writing in higher education habitus’. Studies in Higher Education 45:8, pages 1605-1617.
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N. Morrell-Scott. (2019) The perceptions of acceptance by new academics to a Higher Education Institution. Journal of Further and Higher Education 43:3, pages 305-320.
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Samantha Wilkinson. (2019) The story of Samantha: the teaching performances and inauthenticities of an early career human geography lecturer. Higher Education Research & Development 38:2, pages 398-410.
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Barbara Kensington-Miller. (2018) Surviving the first year: new academics flourishing in a multidisciplinary community of practice with peer mentoring. Professional Development in Education 44:5, pages 678-689.
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Colin Wood, Mark D. Farmer & Dawn Goodall. (2016) Changing professional identity in the transition from practitioner to lecturer in higher education: an interpretive phenomenological analysis. Research in Post-Compulsory Education 21:3, pages 229-245.
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Denis Feather. (2016) Organisational culture of further education colleges delivering higher education business programmes: developing a culture of ‘HEness’ – what next?. Research in Post-Compulsory Education 21:1-2, pages 98-115.
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Lesley Gourlay. (2015) ‘Student engagement’ and the tyranny of participation. Teaching in Higher Education 20:4, pages 402-411.
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Abby Cathcart, Dominique Greer & Larry Neale. (2014) Learner-focused evaluation cycles: facilitating learning using feedforward, concurrent and feedback evaluation. Assessment & Evaluation in Higher Education 39:7, pages 790-802.
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Jackie Tuck. (2012) Feedback-giving as social practice: teachers’ perspectives on feedback as institutional requirement, work and dialogue. Teaching in Higher Education 17:2, pages 209-221.
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Lesley Gourlay. (2011) ‘I'd landed on the moon’: a new lecturer leaves the academy. Teaching in Higher Education 16:5, pages 591-601.
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Articles from other publishers (21)
Elina Peri, Larissa Jõgi & Marvi Remmik. (2023) Who am I—Teacher or practitioner? Teacher‐practitioners’ experience of identity in higher education—A phenomenological view. Future in Educational Research 2:1, pages 65-80.
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Joanne Larty & Vivien Hodgson. (2023) An exploration of the ideological becoming of online educators. British Journal of Educational Technology 55:1, pages 139-155.
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Sally Axiak & Marija Axiak. (2024) An Exploration of the Transition of Clinical Nurses to an Academic Nurse Lecturer Role. Nursing Education Perspectives 45:1, pages 37-39.
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Rebecca Nambi, Rovincer Najjuma & Michael Gallagher. (2023) Integrating refugee students into Ugandan higher education: Language, othering and everyday enactments of participation. Research in Comparative and International Education 18:4, pages 600-619.
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Bianca Della Líbera & Claudia Jurberg. (2019) Communities of practice on WhatsApp: A tool for promoting citizenship among students with visual impairments. British Journal of Visual Impairment 38:1, pages 58-78.
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Aysun Ünal, Şeyda Seren İntepeler & Yasemin Ayhan Öncü. (2018) Percepção de estudantes de doutorado em enfermagem sobre planejamento de carreira e prioridades de pesquisa. Acta Paulista de Enfermagem 31:5, pages 525-534.
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Joanne Seal. (2017) Multiple professional identities: A personal exploration of the transition from nurse to lecturer. Journal of Health Visiting 5:2, pages 94-99.
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Thea van Lankveld, Judith Schoonenboom, Rashmi Kusurkar, Jos Beishuizen, Gerda Croiset & Monique Volman. (2016) Informal teacher communities enhancing the professional development of medical teachers: a qualitative study. BMC Medical Education 16:1.
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Emily R. Smith, Patricia E. Calderwood, Stephanie Burrell Storms, Paula Gill Lopez & Ryan P. Colwell. (2016) Institutionalizing Faculty Mentoring within a Community of Practice Model. To Improve the Academy 35:1, pages 35-71.
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Nicolae Nistor, Irene Daxecker, Dorin Stanciu & Oliver Diekamp. (2014) Sense of community in academic communities of practice: predictors and effects. Higher Education 69:2, pages 257-273.
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Carolyn Murray, Mandy Stanley & Shelley Wright. (2014) Weighing up the commitment: A grounded theory of the transition from occupational therapy clinician to academic. Australian Occupational Therapy Journal 61:6, pages 437-445.
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Carolyn Murray, Mandy Stanley & Shelley Wright. (2014) The transition from clinician to academic in nursing and allied health: A qualitative meta-synthesis. Nurse Education Today 34:3, pages 389-395.
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Virginia King. (2012) Novel readings: The history of a writing community by a partial, prejudiced, & ignorant Historian. Arts and Humanities in Higher Education 12:1, pages 88-104.
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Jackie Tuck. (2012) Academic literacies : débats et développements actuels. Recherches en didactiques N° 14:2, pages 159-173.
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