A Personalised Needs-Led Group Approach to Induction - Issue 3 - Abstract and overview

Oct 15, 2026

Upload by Aldword

A personalised needs-led self-study group approach supports induction for experienced professionals joining a University School of Education. The study examines how early academic staff, many teacher educators, develop professional identity through structured group dialogue, story-telling, visual reflection, and progressive activities including conference presentations and academic writing. Research focuses on the group’s role, long-term impact, and the value of collecting visual research data for reflection and analysis of personal and group themes. Outcomes include increased confidence and the ability to embrace changing identities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Abstract

Overview

Purpose and research aims

Setting the Context

Study setting in a UK university

Staff induction in UK education universities

Staff induction and the role of guidelines

Australian Journal of Teacher Education | Volume 37 | Issue 11 | Article 3 | | --- | --- | | 2012
A Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education
Joy Jarvis
University of Hertfordshire, [j.jarvis@herts.ac.uk](j.jarvis@herts.ac.uk)
Claire Dickerson
University of Hertfordshire, [j.e.c.dickerson@herts.ac.uk](j.e.c.dickerson@herts.ac.uk)
Leo Chivers
University of Hertfordshire
Chris Collins
University of Hertfordshire
Libby Lee
University of Hertfordshire
See next page for additional authors | | Recommended Citation Jarvis, Joy; Dickerson, Claire; Chivers, Leo; Collins, Chris; Lee, Libby; Levy, Roger; and Solly, Dianne (2012) "A Personalised NeedsLed Group Approach to Induction: Perceptions of Early Academics in a University School of Education,"Australian Journal of Teacher Education: Vol. 37: Iss. 11, Article 3. Available at: [http://ro.ecu.edu.au/ajte/vol37/iss11/3](http://ro.ecu.edu.au/ajte/vol37/iss11/3) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol37/iss11/3](http://ro.ecu.edu.au/ajte/vol37/iss11/3) Authors Joy Jarvis, Claire Dickerson, Leo Chivers, Chris Collins, Libby Lee, Roger Levy, and Dianne Solly This journal article is available in Australian Journal of Teacher Education: http://ro.ecu.edu.au/ajte/vol37/iss11/3 Australian Journal of Teacher Education A Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education Joy Jarvis Claire Dickerson Leo Chivers Chris Collins Libby Lee Roger Levy Dianne Solly University of Hertfordshire Abstract: Members of staff joining a school of education often have extensive experience in practice but not in academia and the university setting may present a complex diversity of roles, ways of working, values and goals. Colleagues may face issues of understanding the organisational structure and culture, changing identities, and concerns about their academic reading and writing abilities. This paper presents a study designed to examine the efficacy of a personalised needs-led self study group approach to induction for experienced professionals joining a University School of Education. The approach was new to both current staff members and the four early academic staff, most of whom were teacher educators. In group sessions new colleagues had space for dialogue and story-telling based on their experiences, and created visual images for reflection and discussion with group members. Progressive group activities included presentations at local and international conferences, and academic writing. The purpose of the research reported here was to examine the efficacy of the self-study group as part of an induction process; exploring the developing professional identity of the new staff, the role of the group, and the effects of collecting visual research data for reflection and analysis of personal and group themes. New colleagues prepared a reflective account of their experiences of the group and their developing professional identity, took part in an evaluation workshop, and responded to questions on the longer term impact of the group. Outcomes of the group process included participants' increased confidence to work in the context of complexity, and the ability to embrace their changing identities. A self-study group process can help facilitate the development of the professionals needed to work in the dynamic context of the university of today and is likely to have implications for a range of organisational settings. Vol 37, 11, November 2012 37 Australian Journal of Teacher Education Overview This research, undertaken collaboratively by the writers of this paper, was designed to examine the efficacy of a needs-led self-study ('new academic') group as part of a staff induction process within a

FAQs

What induction approach does the paper study for new staff in a university school of education?

It studies a personalised needs-led self-study group approach for experienced professionals joining a University School of Education.

How do group sessions support developing professional identity?

Group sessions provide space for dialogue and story-telling based on participants’ experiences, and they use visual images for reflection, discussion, and later analysis.

What outcomes does the study report from participation in the self-study group?

Participants report increased confidence for working in complex contexts and improved ability to embrace changing professional identities.

Oct 15, 2026

Upload by Aldword