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

Beaton, Fran (2013) In limbo? Practitioners who teach: professional identities and professional development. In: Society for Research in Higher Education Annual Conference 2014, 10th - 12th December, Newport,Wales. (Unpublished) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Abstract

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.

Item Type: Conference or workshop item (Paper)
Uncontrolled keywords: academic identity and socialization; practitioners who teach; professional development
Subjects: L Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Fran Beaton
Date Deposited: 21 Oct 2016 13:35 UTC
Last Modified: 29 May 2019 18:01 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/57995 (The current URI for this page, for reference purposes)
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