Um greinina “Caught with their constructs down: Teaching development in the pre-tenure years” eftir Nicola Simmons, 2011.
Mín skoðun
Talar um þróunina fyrstu fimm árin. Áhugaverð þróun:
0-1 ár: Survival,
1 ár: Safety,
1-2 ár: Belonging,
2-4 ár: Self-Esteem,
5 ár: Self-Actualizing.
Áhugaverðar setningar:
“Allain (2006) points to the particular difficulty of the pre-tenure years, noting that: ‘most people surveyed said the first five years were tough, with the sheer demand… taking a toll on physcial and mental well-being.’ As Boice (1992) describes, ‘what overshadows the experience of many newcomers is the despair of isolation, insecurity, and busyness.'”
“While the participants are from two institutions and a range of departments, a sense of lack of preparation for teaching and initial anxiety and overload was common to all participants.” (emphasis mine)
Úrdráttur
Although there are programs to prepare doctoral students for how to teach in post-secondary education, the neophyte academic must still adjust to the specific context of a new position. This transition is often characterized by multiple adjustments and corresponding anxiety of moving from the familiar role of graduate student to a new one as faculty member. While the first five years is described as a time of stress and discovery, there are discernible patterns of growth and role integration during this period. This paper outlines how seven pre-tenure professors developed as university teachers. Drawing on Kelly’s personal construct theory and Kegan’s developmental constructivism, I describe developing a teacher identity as similar to Maslow’s hierarchy of needs.