NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1377916
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-877X
EISSN: EISSN-1469-9486
'It Feels Like You're Going Back to the Beginning…': Addressing Imposter Feelings in Early Career Academics through the Creation of Communities of Practice
Mulholland, Kirstin; Nichol, David; Gillespie, Aidan
Journal of Further and Higher Education, v47 n1 p89-104 2023
In exploring imposter feelings in early career academics, this article examines the impacts of adopting social constructivist pedagogies. It reveals the significance of reflective practice in a Post-Graduate Certificate in Academic Practice programme (PGCAP), supporting professional development in teaching, learning and assessment for new academics in a UK Higher Education context. A qualitative case study approach enabled researchers to gain insight into participants' experiences; data was collected via semi-structured interviews. Findings suggest that causes for imposter feelings are multi-faceted, encompassing factors including interactions with students, and adjusting to university language, culture and systems. Alongside similar studies internationally, the authors present that employing social constructivist pedagogical tools in a planned programme of professional development for early career academics supports the creation of mutually empowering communities of practice (CoP), so addressing threats to professional identity, providing a horizontal alternative to organisational hierarchical support mechanisms, and enabling the construction of a secure academic identity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A