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1.
Angela Brew 《Higher Education》2008,56(4):423-438
This article reports on a study of senior academics’ views of their disciplinary and interdisciplinary affiliations. It questions
the idea that academics have a firm and fixed disciplinary identity from which they then act and suggests that academic work
in the contemporary university challenges and changes how individuals view their disciplinary affiliation. The article provides
empirical data that lends weight to critical questioning of anthropological metaphors, which have tended to dominate discussions
of disciplinarity. It suggests that contemporary understandings of disciplinary and interdisciplinary identity need more fluid
metaphors and models; ones that can capture the shifting and questioning uncertainties that give expression to the rhetorical
and reflexive nature of academics’ disciplinary affiliations. The article explores the implications of a dominant emphasis
on disciplinary relationships for understanding disciplinarity and interdisciplinarity and examines the practical implications
for structures and systems that are designed to enhance and evaluate research and teaching within higher education. 相似文献
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3.
Gillian Potter 《The Australian Educational Researcher》2001,28(3):117-139
This paper emanates from a study that analysed the critical reflection of teacher researchers as they talked about their investigations of the home cultures and literacies of a small group of children from socioculturally diverse family contexts. The collaborative research enterprise was undertaken by university and teacher researchers. The important role that collaborative teacher research and social interaction played in the critical reflection and co-construction of professional understandings in the project is the focus of this paper. The teacher researchers’ theorising about the complexity of their work as a result of the collaborative enterprise is discussed. Through the voiced research and critical reflection of the teachers, it has become obvious that their life’s experiences and resources are powerful in their pedagogical theorising. Teachers comment on the way in which they are positioned by ‘the system’ as technicians and how they experience tension between their own professional and primary discourses and that of the system. It is suggested that teachers be given opportunity within their work sites to enter the conversations about curriculum, pedagogy and change in knowledgeable and meaningful ways that are grounded in collaborative reflection and research. This paper explores the critical reflection and the social construction of new understandings about the complexity of teachers’ work that occurred in a collaborative research project carried out by a university-based researcher and four school-based early years teacher researchers. It will show how the collaborative research process facilitated critical reflection on previously unquestioned or unconsidered issues about the teachers’ work. The paper has been written by the university researcher under the watchful eye of the teacher researchers who want to remain anonymous. Their pseudonyms have been used. When the terms of this project were negotiated among the group, it was agreed that the voices of the teachers would always be reported authentically and anonymously. It was also agreed that any theorising, integrated language analysis (Freeman, 1996) or reporting that might be carried out, would be done by the university researcher That is not to say that the teacher researchers have not spoken about their involvement in the project to colleagues in professional development forums and conferences. Nor is to say that the teachers were not privy to the analysis process. It is to say that written reports for publication are to be done by the university researcher. 相似文献
4.
Gerlese S. ÅKerlind 《Higher Education》2005,50(1):1-32
This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics’ experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way ... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:
Implications for our understanding of academic development and academic work are discussed. 相似文献
| • | Academic performance, in terms of increasing work output, academic standing or work quality; |
| • | Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one’s field of study; |
| • | Disciplinary or social change, in terms of contributions to one’s field of study or a relevant social community. |
5.
This paper presents data generated during a semester-long programme to support international students from countries in Melanesia and Asia embarking on masters research in education in a New Zealand university. All were scholarship recipients. The researcher-and facilitator-of the programme, was interested in documenting and understanding the nature of the students’ experience as they planned and wrote research proposals. The process of developing a research proposal, as one of the early stages of ‘becoming’ a researcher, highlighted a number of challenges for the six case study students. The challenges are viewed from a transition or ‘resituation’ perspective (Eraut in Stud Contin Educ 26(2): 247–74, 2004, 2008) rather than an adjustment one. A resituation perspective assumes that students brought with them “personal expertise, practical wisdom and tacit knowledge” (Eraut 2008, p. 42) which needed to be reconciled with what was demanded of them by different aspects of the research planning process. The resituation challenges experienced by the students included situating a perceived problem or issue in the research literature; reconciling personal research goals with the limitations of one’s own agency as a researcher; integrating new learning with research goals; and reconciling the new role or identity as a researcher with the previous role as colleague or community member. The paper presents a case for providing a context for postgraduate students in which explicit recognition of what they bring to the research task, and acknowledgement of the resituation challenges can take place. 相似文献
6.
This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors. 相似文献
7.
Michael Prosser Elaine Martin Keith Trigwell Paul Ramsden Heather Middleton 《Instructional Science》2008,36(1):3-16
There has been a growing research debate over the relations between university teaching and research. This paper contributes
to that debate by describing the variation in the way university academics’ experience research, then linking that empirical
evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject
matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are
associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to
each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers
who were unable to explain their understanding of their subject matter in these ways were more likely to experience their
teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first
type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed
to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews
have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching
and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia.
The study methods and results are described and we conclude that qualitative variation in the experience of research is related
(a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.
相似文献
| Keith TrigwellEmail: |
8.
John C. Smart Corinna A. Ethington Paul D. Umbach Louis M. Rocconi 《Research in higher education》2009,50(5):483-501
This study examines variability in the extent to which faculty members in the disciplinary-based academic environments of
Holland’s theory emphasize different student learning outcomes in their classes and whether such differences are comparable
for those in “consistent” versus “inconsistent” environments. The findings show wide variation in the extent to which faculty
members in four of the academic environments of Holland’s theory emphasize the alternative student learning outcomes and that
such differences vary based on the level of consistency or inconsistency in the environmental profiles of the environments.
The implications of these findings for future research using Holland’s theory to understand longitudinal patterns of change
and stability in the attitudes, interests, and abilities of college students as well as variability in the patterns of professional
attitudes and behaviors of college faculty are discussed. Attention is also devoted to the policy development and practical
implications of these findings for academic advisors, career counselors, and other college and university leaders. 相似文献
9.
Monica A. van Winkel Roeland M. van der Rijst Rob F. Poell Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice. 相似文献
10.
Zeynep Isik-Ercan 《Early Childhood Education Journal》2010,38(2):133-142
This retrospective study is an in-depth investigation of the perspectives of Turkish immigrant parents on their children’s
early schooling in the United States (PreK-3). It specifically explores how these parents connect with or are disconnected
from school culture, and how their socio-cultural understanding of education and teachers influence their relationships with
schools. Using a qualitative research design, data were collected through in-depth interviews with 18 parents from 10 families.
Findings suggest that Turkish parents negotiated the ways curriculum and instruction is constructed in American schools—such
as their assumptions about the lack of academic rigor—while they also embraced sound pedagogies the teachers practiced. Through
their experiences with schooling in the United States, Turkish parents reconsidered their sociocultural perspectives on the
role of the teacher in their children’s lives based on their experiences with their children’s teachers. The parents also
reported their challenges in understanding school culture and curriculum, and described how they negotiated their access to
the school culture. The results indicate the need for a stronger partnership between home and school. Teachers could support
parents in their struggle to access to the culture of schooling by establishing an eagerness for communication and a reciprocal
personal connection with families, who already socioculturally assume the teacher’s role as part of family. 相似文献
11.
Jane Wilkinson 《The Australian Educational Researcher》2009,36(2):39-54
This paper explores the ways in which senior female academics’ leadership practices are informed and negotiated in relation
to a multiplicity of fields. As part of the shift in the logics of practice underpinning the Australian academic terrain,
there has been a movement from the implementation of equity policies to that of diversity in relation to the employment of
academic staff, characterised by neoliberal discourses of new public management which favour the production of the individualistic,
entrepreneurial academic identity as opposed to notions of collectivity and the public good. However, diversity policies are
not the sole texts that inform the ways in which many women leaders operate, nor the most important in guiding the practices
they produce. Drawing on a larger study of representations of women’s leadership in the media and academia, this paper examines
how two leading female academics drew upon a range of logics of practices within the different fields of academia, feminism
and Indigenous rights to inform their leadership practices. In so doing, the women contested the emergent logic of practice
underpinning the contemporary Australian academic field. Such contestation can be considered one of the “subaltern” consequences
of policy regimes and forms an integral part of policy fields. 相似文献
12.
The American Association for the Advancement of Science (AAAS) has declared in an advertising campaign that “you can’t start
young enough” in science. However, there is no long-term data evaluating the effect of early exposure to original scientific
research on producing career scientists. To address this issue, we examined a hands-on summer science research program for
high school students that ran from 1958 to 1972. We compared participants in that program with science students that only
began their hands-on research experience once in university. Our data indicate that students who are interested in science
and have an opportunity to participate in original scientific research while in high school are significantly more likely
(p < .005) to both enter and maintain a career in science compared to students whose first research experience didn’t occur until university. Our data
suggest that more hands-on high school science research programs could help increase the number of students entering and maintaining
scientific careers, relieving the growing concern that North America is losing its leadership status in the international
scientific community. 相似文献
13.
14.
China’s policy of Chinese as a foreign language and the use of overseas Confucius Institutes 总被引：1，自引：1，他引：0
China’s economic power is changing attitudes towards Mandarin Chinese worldwide. Chinese as a foreign language (CFL) consequently
emerges as a subject for research as well as an educational market. This article investigates the modern evolution of CFL
curriculum policy that has led to the current rapid growth of the Confucius Institute (CI) around the world, using media sources
including government policy, Confucius Institutes themselves, newspaper reports from the Internet, and individual blogs posted
by teachers of Chinese language, as well as university academics’ observations. It opens up a discussion of the implications
of the development of China’s CFL policy, particularly through the Confucius Institutes, in diversifying the world’s lingua
franca and sharing the market of education in the coming era. The analysis indicates that it is unlikely that Chinese will
displace English as the world’s most widely used language in the foreseeable future, but the view that the Chinese language
is an important element in the future unity of the world has been voiced. 相似文献
15.
Based on data collected from a year-and-a-half-long qualitative research project, this case study examines the early college
experiences and identity negotiations of one urban-schooled Latino participant as he navigated a predominately White state
university in his hometown. Recognizing the university as a figured world, this study highlights two emblematic personal encounters
that positioned him in inferior ways. It also offers a counter-example of a rhetoric professor who positioned him in positive
ways and contributed to his academic success. Implications are framed in an argument for the inclusion of identity studies
and positioning theory in order to better contextualize urban-schooled Latina/os’ early college experiences. 相似文献
16.
Lorraine M. Males Samuel Otten Beth A. Herbel-Eisenmann 《Journal of Mathematics Teacher Education》2010,13(6):459-471
This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical
colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the
facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom
discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom
discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers
took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that
challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked
by particular features including the use of particular words and the use of personal experience as a form of evidence. We
present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related
to the development of this type of collegiality across the two different phases of this project. We end with a section in
which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the
analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications
this has with respect to her own practice as a facilitator. 相似文献
17.
During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career. 相似文献
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19.
Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of ‘identity‐trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys. 相似文献
20.
Defining 'Early Career' in Research 总被引：1，自引：0，他引：1
Pat Bazeley 《Higher Education》2003,45(3):257-279
In order to ensure the future of high qualityresearch in some disciplines it may benecessary to provide special consideration inprestigious research funding schemes for earlycareer researchers who will otherwise becomedisenchanted with academic research and leaveit behind in their search for a stable andfruitful future. Milestones in progressionthrough research studies and academic life toestablishment as an academic researcher areoutlined. Within this context, a range ofpotential criteria for determining promisingearly career status are reviewed. Thediscussion leads to derivation of thedefinition of early career which has beenadopted by the Australian Research Council forits prestigious Discovery – Projects grantsscheme. 相似文献