Becoming a university lecturer in the UK: Negotiating knowledge, experience and learning

Abstract

The aim of this research was to investigate the knowledge new lecturers draw upon in their first year of teaching, the influence of differing cultural backgrounds, and the contribution this makes to their professional practice. This was achieved by: • Exploring new lecturers’ educational and professional experiences; • Examining the development of new lecturers’ knowledge of teaching and its application in their practice; • Exploring differences in the experiences and expectations of new lecturers’ in relation to the country of origin and / or their professional profile.

Based on the above we were subsequently able to provide recommendations for future development of programmes for new lecturers from international and professional backgrounds more effectively.

Background to project Until recently, new lecturers in the UK generally received limited formal preparation for the teaching aspect of their role; hence, their expectations are largely based on their own experiences as a learner (Kane et al., 2002). Commonly they participate in a period of education or training, which socialises them into the practices of university teaching. This socialisation process provides a forum where previous experiences that structure their professional knowledge can be examined in light of the values, integrity and judgement of the community they are entering (Bernstein, 2000). Today’s universities are very diverse, with staff drawn from a range of countries and occupational backgrounds. They bring with them professional and educational knowledge constructed under differing contexts to those they are now operating in. Context plays a significant role in determining the approach lecturers take to teaching, yet this is rarely recognised explicitly in programmes for new staff (Trigwell & Prosser, 1996).