In limbo? Practitioners who teach: professional identities and professional development

This research project investigates the experiences and perceptions of professional practitioners in disciplines such as Health, Law and Performing Arts, simultaneously engaged in HE teaching. It addresses three main questions. What do practitioner academics identify as tensions and opportunities of their dual roles? What influences their self-perception as members of a disciplinary community? Finally, what are the implications for their professional development?

There is a rich literature about academic socialisation, the development of professional identity and the nature of academic disciplinary work. How do these apply to people in dual/parallel roles? Recent studies (eg Boyd & Harris 2010; Shreeve 2011) have considered factors and experiences more specific to practitioner academics’ construction of their roles and identities. Evidence suggests that they may experience disorientation and insecurity in attempting to make sense of very different practices and contexts. This research project contributes to the debate about responsive, context-dependent professional development.