Contemporary induction to teaching in Australian universities |
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| Authors: | Kym Fraser Yoni Ryan Susan Bolt Peter Copeman Caroline Cottman Marie B Fisher |
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| Institution: | 1. Learning Transformations, Swinburne University of Technology, Melbourne, Australia;2. Learning and Teaching Unit, Queensland University of Technology, Brisbane, Australia;3. School of Environmental Sciences, University of Liverpool, Liverpool, UK;4. Teaching and Learning Directorate, University of Canberra, Canberra, Australia;5. Centre for the Support and Advancement of Learning and Teaching, University of the Sunshine Coast, Maroochydore, Australia;6. Learning and Teaching Centre, Australian Catholic University, Canberra, Australia |
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| Abstract: | Australia has 42 universities. In 2015/16, 30 of 40 universities reviewed provided one or more days of teaching induction for their staff, while 10 did not. Twenty-six of the 30 teaching induction program directors were surveyed and 24 of those were interviewed to provide a snapshot of professional development for new teaching staff in Australian universities. The key findings of that research showed that almost two thirds of universities did not pay sessional staff to attend a teaching induction program; just over half the programs included peer observation of teaching; only one in five programs offered mentoring opportunities; three quarters of programs included assessment; and approximately a third of programs provided credit towards an award course. We conclude that all universities need to provide new teaching staff with a longer teaching induction program, which will support them to develop student-centred, scholarly behaviours and attitudes. |
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| Keywords: | Learning and teaching concepts theories and strategies new academics/faculty teaching induction teaching professional development |
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