Preparedness to teach

Experiences of the University of Ibadan early career academics

Bibliographic Data

ID5041623
AuthorsI Bola Udegbe (University of Ibadan, corresponding author)
Year2016
Volume41
Issue10
Pages1786-1802
Publication date2016-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2016.1221656
OpenAlexW2518752256
LanguageEN
Citations received3
References cited18

This research examined the experiences of early career academics (ECAs) in terms of their preparedness to teach. Using a survey design involving 104 ECAs in a large Nigeria university, quantitative and qualitative data were obtained to address the research questions raised. Findings showed that (1) prior experience and training impacted on perceptions of competence, preparedness and job involvement; (2) there were significant relationships between perceived competence, preparedness to teach and job involvement; (3) teaching guidance, sources of influence and approaches adopted by the ECAs were largely based on external experiences from outside the institution; (4) many ECAs experienced challenges during their first time of teaching and (5) more females than males reported poor mentoring, heavy workload and little training as major obstacles in their career development. Also, the qualitative analysis yielded major themes on the challenges ECAs face with teaching. The implications of the findings were discussed and recommendations that foster skill development and career growth were highlighted

Career development · Higher education · Management · Medical education · Pedagogy · Perception · Political science · Preparedness · Qualitative research · Sociology · Workload · Higher Education and Employability · Medicine · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation

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