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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-personalised-needs-led-group-approach-to-induction-issue-3-abstract-and-overview/594504/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-personalised-needs-led-group-approach-to-induction-issue-3-abstract-and-overview/594504.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What induction approach does the paper study for new staff in a university school of education?","Question",{"text":112,"@type":113},"It studies a personalised needs-led self-study group approach for experienced professionals joining a University School of Education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do group sessions support developing professional identity?",{"text":117,"@type":113},"Group sessions provide space for dialogue and story-telling based on participants’ experiences, and they use visual images for reflection, discussion, and later analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the study report from participation in the self-study group?",{"text":121,"@type":113},"Participants report increased confidence for working in complex contexts and improved ability to embrace changing professional identities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594504,1792232078,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 37 | Issue 11 | Article 3 |\n| --- | --- |\n| 2012\u003Cbr>A Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education\u003Cbr>Joy Jarvis\u003Cbr>University of Hertfordshire, [j.jarvis@herts.ac.uk](j.jarvis@herts.ac.uk)\u003Cbr>Claire Dickerson\u003Cbr>University of Hertfordshire, [j.e.c.dickerson@herts.ac.uk](j.e.c.dickerson@herts.ac.uk)\u003Cbr>Leo Chivers\u003Cbr>University of Hertfordshire\u003Cbr>Chris Collins\u003Cbr>University of Hertfordshire\u003Cbr>Libby Lee\u003Cbr>University of Hertfordshire\u003Cbr>See next page for additional authors |  |\n\nRecommended Citation  \nJarvis, 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  \nEducation: Vol. 37: Iss. 11, Article 3.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss11/3](http://ro.ecu.edu.au/ajte/vol37/iss11/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss11/3](http://ro.ecu.edu.au/ajte/vol37/iss11/3)  \nAuthors  \nJoy Jarvis, Claire Dickerson, Leo Chivers, Chris Collins, Libby Lee, Roger Levy, and Dianne Solly  \nThis journal article is available in Australian Journal of Teacher Education: http://ro.ecu.edu.au/ajte/vol37/iss11/3  \nAustralian Journal of Teacher Education  \nA Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education  \nJoy Jarvis  \nClaire Dickerson  \nLeo Chivers  \nChris Collins  \nLibby Lee  \nRoger Levy  \nDianne Solly  \nUniversity of Hertfordshire  \nAbstract: Members of staff joining a school of education often have  \nextensive experience in practice but not in academia and the university  \nsetting may present a complex diversity of roles, ways of working, values  \nand goals. Colleagues may face issues of understanding the  \norganisational structure and culture, changing identities, and concerns  \nabout their academic reading and writing abilities. This paper presents a  \nstudy designed to examine the efficacy of a personalised needs-led self  \nstudy group approach to induction for experienced professionals joining a University School of Education. The approach was new to both current  \nstaff members and the four early academic staff, most of whom were  \nteacher educators. In group sessions new colleagues had space for  \ndialogue and story-telling based on their experiences, and created visual  \nimages for reflection and discussion with group members. Progressive  \ngroup activities included presentations at local and international  \nconferences, and academic writing.  \nThe purpose of the research reported here was to examine the efficacy of  \nthe self-study group as part of an induction process; exploring the  \ndeveloping professional identity of the new staff, the role of the group,  \nand the effects of collecting visual research data for reflection and  \nanalysis of personal and group themes. New colleagues prepared a  \nreflective account of their experiences of the group and their developing  \nprofessional identity, took part in an evaluation workshop, and  \nresponded to questions on the longer term impact of the group. Outcomes of the group process included participants' increased confidence to work  \nin the context of complexity, and the ability to embrace their changing  \nidentities. A self-study group process can help facilitate the development  \nof the professionals needed to work in the dynamic context of the  \nuniversity of today and is likely to have implications for a range of  \norganisational settings.  \nVol 37, 11, November 2012 37  \nAustralian Journal of Teacher Education  \nOverview  \nThis 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","cbCaicoCDaVy1bjV","https://ap.wps.com/l/cbCaicoCDaVy1bjV","pdf",172257,25,"English","# Abstract\n# Overview\n## Purpose and research aims\n# Setting the Context\n## Study setting in a UK university\n## Staff induction in UK education universities\n# Staff induction and the role of guidelines","[{\"question\":\"What induction approach does the paper study for new staff in a university school of education?\",\"answer\":\"It studies a personalised needs-led self-study group approach for experienced professionals joining a University School of Education.\"},{\"question\":\"How do group sessions support developing professional identity?\",\"answer\":\"Group sessions provide space for dialogue and story-telling based on participants’ experiences, and they use visual images for reflection, discussion, and later analysis.\"},{\"question\":\"What outcomes does the study report from participation in the self-study group?\",\"answer\":\"Participants report increased confidence for working in complex contexts and improved ability to embrace changing professional identities.\"}]","A Personalised Needs-Led Group Approach to Induction - Issue 3 - Abstract and overview | PDF",1792079279,63]