Research Circles: Supporting the Scholarship of Junior Faculty

Gillespie, David F.; Dolšak, Nives; Kochis, Bruce; Krabill, Ron; Lerum, Kari; Peterson, Anne; Thomas, Elizabeth

doi:10.1007/s10755-005-6300-9

Cited by 28 publications

(20 citation statements)

References 2 publications

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“…They also may not have a good understanding of each journal's audience or trends. These combined difficulties result in publications from junior researchers typically taking a fair amount of years to first appear (Gillespie et al, 2005).…”

Section: Prior Workmentioning

confidence: 99%

“…Pese a haber adquirido un considerable dominio de un tópico de investigación dado, su falta de experiencia escribiendo en un género discursivo particular (el formato artículo de investigación), sumado al hecho de quizás no conocer bien las audiencias y/o tendencias de cada revista, hacen que las primeras publicaciones de los investigadores noveles suelan tardar un buen número de años en aparecer (Gillespie et al, 2005).…”

Section: Antecedentesunclassified

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The peer review process as an opportunity for learning / La evaluación por pares como oportunidad para el aprendizaje

Bautista

Font

Scheuer

2014

Infancia y Aprendizaje

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The experience of submitting research manuscripts for review in scientific journals commonly brings about excellent learning opportunities for authors, especially when they are at the beginning of their research careers. Infancia y Aprendizaje invited junior researchers to submit empirical studies for the publication of a special issue titled The peer review process as an opportunity for learning. The present article introduces the special issue. After reviewing several prior works in the field, we present the aims of the call for papers and describe its most relevant guidelines, as well as the criteria used in the preliminary screening of the 31 manuscripts received. We then present the papers that constitute the dossier: an article of the Prospectivas series; the four studies accepted for publication in this call; and finally, an editorial article in which we analyse how these four studies shifted during the peer review process and present some reflections from both authors and reviewers. We are confident that this special issue, along with the materials produced during the peer-review process (visit: http://www.tandfonline.com/toc/riya20/37/4), will promote the learning of those who participate in the production, dissemination and use of knowledge in social sciences, whether in the capacity of readers, authors, reviewers and/or editors.

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Section: Prior Workmentioning

confidence: 99%

Section: Antecedentesunclassified

The peer review process as an opportunity for learning / La evaluación por pares como oportunidad para el aprendizaje

Bautista

Font

Scheuer

2014

Infancia y Aprendizaje

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“…Los Ciclos de Mejora aparecen como una herramienta alternativa para la formación (Gillespie, Dolˇsak, Kochis, Krabill, Lerum, Peterson & Thomas, 2005), que favorece el desarrollo profesional y la construcción de la identidad del profesorado novel universitario; permitiendo que éste sea capaz de enfrentarse a situaciones diversas. Estos ciclos de supervisión clínica se entienden como metodologías activas de formación, recomendadas para el desarrollo de competencias de los profesionales (Arribas, Carabias & Monreal, 2010).…”

Section: Metodologíaunclassified

La identidad profesional docente del profesorado novel universitario.

Martín‐Gutiérrez

Jiménez

Ruíz

2014

REDU

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En este artículo se presenta la experiencia de un equipo docente, ubicado en la Facultad de Ciencias de la Educación de la Universidad de Sevilla, constituido por tres profesores noveles junto con una profesora mentora, en el marco del programa de Formación de Noveles de dicha universidad. El Espacio Europeo de Educación Superior (EEES) plantea la necesidad de invertir tiempo y esfuerzo en el diseño y puesta en marcha de programas formativos dirigidos a la formación inicial del profesorado universitario, puesto que en los primeros años de experiencia en el ejercicio profesional es donde empieza a gestarse su propia identidad docente. Este estudio plantea como objetivo general detectar qué aspectos marcan la construcción de la identidad profesional del profesorado novel participante. Como metodología se utiliza los ciclos de supervisión clínica o ciclos de mejora. Los resultados nos permiten identificar cuatro dimensiones (emocional, social, didáctico-pedagógica, e institucional-administrativas) que configuran la construcción de la identidad profesional del profesorado novel. La dimensión emocional se convierte en trasversal a todas las demás, ya que las emociones derivadas de las sensaciones y percepciones que presenta el profesorado novel ante los retos y dificultades que le rodean, parecen marcar profundamente su identidad docente. La metodología activa de los ciclos de supervisión clínica o ciclos de mejora, permite al profesorado novel tomar conciencia de las dimensiones y aspectos que configuran su desarrollo profesional. Esta toma de conciencia, es el primer paso para establecer propuestas o estrategias de mejora que ayuden a superar dificultades detectadas en el proceso de construcción y desarrollo de la identidad docente.ABSTRACTThe professional identity of young university lecturers.This article presents the experience of a teaching team, which is located in the Faculty of Education at the University of Seville. This team consists of three novice teachers and a teacher mentor, as part of the Training Program for Novice Teachers at this university. The European Higher Education Area (EHEA) noted the need to invest time and effort in the design and implementation of training programs aimed at initial teacher training college, because in the first years of experience in teaching practices is where they began to develop their own teaching identity. The general aim of this study is to detect which aspects made the construction of the professional identity of teachers who participated in the Program. The methodology used is clinical supervision cycles. The results allow us to identify four dimensions (emotional, social, educational-pedagogical, and institutional-administrative) that make up the construction of the professional identity of novice teachers. The emotional dimension becomes transversal to all others, since the emotions derived from sensations and perceptions present themselves to young university lecturers before the challenges and difficulties that surround them, seem to mark deeply the teacher identity. The active methodology of clinical supervision cycles allows novice teachers to become aware of aspects and dimensions that shape their professional development. This awareness is the first step in establishing improvement proposals or strategies to help overcome difficulties encountered in the process of construction and development of university professional identity.

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“…One strategy for ensuring that time set aside for research is actually spent on research would be to cultivate a system of accountability, such as research circles or readings groups (Carroll 2003;Gillespie et al 2005). Specifically, Carroll (2003) suggested that these groups "can provide the deadlines and immediate feedback that many faculty need for completing projects and exposing their work to a higher level of scrutiny" (p. 26).…”

Section: Researchmentioning

confidence: 99%

The Three-ring Circus of Academia: How to Become the Ringmaster

Toews

Yazedjian

2007

Innov High Educ

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The three-ring circus of academia is made up of research, teaching, and service. It is also characterized by continuous action that must be facilitated by the academic ringmaster. Academic life is more difficult than most anticipate because the responsibilities are time-consuming, diverse, and conflicting. Therefore, this article focuses on strategies faculty members can develop to meet these pressing demands. Specifically, we begin with a discussion of how to balance research, teaching, and service. We then highlight strategies faculty members can use in becoming an effective academic ringmaster. We conclude with a discussion of life outside the "big top."

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Research Circles: Supporting the Scholarship of Junior Faculty

Cited by 28 publications

References 2 publications

The peer review process as an opportunity for learning / La evaluación por pares como oportunidad para el aprendizaje

The peer review process as an opportunity for learning / La evaluación por pares como oportunidad para el aprendizaje

La identidad profesional docente del profesorado novel universitario.

The Three-ring Circus of Academia: How to Become the Ringmaster

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