Abstract
This paper outlines findings from a self-study group’s investigation of personal and professional experiences between four new education faculty members. Bringing diverse teacher education experiences from three different countries, the group is situated in a Canadian university undergoing a transition toward becoming a comprehensive institution in the competing global era. Three identified themes emerged: professional value, survival, and maintaining balance. Findings revealed that self-study allows participants to share information, identify issues, appreciate personal and professional life, enjoy being teacher educators, understand teacher education, console and support each other to survive in the initial years, and maintain a balanced professional life.
Highlights
Every fall, like clockwork, the recurring ritual of inducting new faculty into established academic programs takes place
In the past five years, the university had undergone robust growth burgeoning from a campus of some 5,000–8,000 students to the present enrolment of approximately 17,000. Growing pains, such as lack of infrastructure to support students, change in university policies to accommodate a large student population, and addition of many new faculty members, were tension points felt throughout the university bureaucracy
According to Fuller’s seminal work (1969), novice teachers share a common set of concerns that can be expressed in a series of developmental stages
Summary
Like clockwork, the recurring ritual of inducting new faculty into established academic programs takes place. The first year experience is truly an event to be celebrated and cherished, and, to be survived
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