Developing the Teaching Competences of Novice Faculty Members: A Review of International Literature

Abstract

The purpose of this article is to outline what could be learned from the international research literature on the issue of developing teaching competences of novice faculty members. The mission of academics has changed in recent years. Academics must now also meet a strong social demand for graduates' access to employment and are increasingly required to possess a number of competences beyond disciplinary knowledge. The challenge of developing these competences in faculty members is therefore ambitious. However, a review of research literature shows that developing the competences of novice academics, as described here, is not well documented. The literature addresses the issue of university lecturers at the start of their career quite well, but does so more from a point of view of professional development. The notion of competence is not excluded, but often appears only to identify knowledge, skills and attitudes that novice academics should possess as part of reference frameworks. This literature review was developed using a traditional method with a theme-based approach. The results make it possible to identify avenues for necessary and possible research in the field of developing competences of novice university academics based on the concept of situated competence.

Integrating the student perspective: A framework for teaching competences in European higher education

“…The high ratings concerning 'continuous improvement in partnership with students' corroborate the signi cance of co-creation in higher education (see also Bovill, Cook-Sather, & Felten, 2011; Díaz-Méndez & Gummesson, 2012). Furthermore, this underlines the need for continuous teaching competence development as a quality enhancing process (cf., Kiffer & Tchibozo, 2013).…”

Recursive Model of a Methodical Competency Formation of a High School Teacher in the Context of Competency-Based Education

“…The problem of teachers' professional growth is sufficiently developed in contemporary science (Akerlind, 2003;Birman, Desimone, Porter, & Garet, 2000;Clarke & Hollingsworth, 2002;Kiffer & Tchibozo, 2013;Hargreaves, 2000;Malm, 2009;Matushansky & Frolov, 2000). Scientific and methodical culture of the teacher and his methodical professionalism are in the focus of Russian studies of the last decade (Podpovetnaya & Rezanovich, 2012;Sergeeva, Uvarova, & Nazarova, 2002;Erganova, 2007).…”

Factors relating to teachers’ intention to change school: A multilevel perspective

“…In terms of the effects of teacher experiences on their turnover intention, a range of empirical findings has revealed that turnover is more common among young and novice teachers (Hanushek et al., 2016; Kiffer and Tchibozo, 2013). A study using a national dataset in the United States revealed that almost 40% of new teachers left the field within their first five years (Ingersoll and Smith, 2003), and the attrition rates of first-year teachers have increased by 33% in the past 20 years (Ingersoll, 2012).…”