An exploration of the development of academic identity in a School of Education

Abstract

This paper explores the complex processes involved in the self-construction of academic identity in a UK School of Education. Building on seminal literature in this field and drawing on the research of four academics, it begins by discussing teacher educators??? varying perceptions of the need to re-configure their identity to meet the expectations of a twenty-first-century higher education workforce. The article proposes the formation of this identity to be a dynamic, career-long process. Diverse scaffolds for the development process are proposed, including opportunities for new teacher educators to be apprenticed into an aca- demic role, the centrality of communities of practice and the importance of the 15 supported development of academic skills such as writing for publication

Arts Education Academics’ Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

“…Changes in higher education have had an inevitable impact on academic identity (Billot, 2010;Sutton, 2015;White, Roberts, Rees & Read, 2014) with Winter (2009) writing that "the perceived need to align all academics around corporate values and goals has given rise to academic identity schisms in higher education" (p. 121). Billot (2010) connects context and identity, stating that "It is axiomatic that as the sector and context alters, then so must the individual's identity" (p. 712).…”

Learning to become teacher educators: Testimonies of three PhD students in China

“…Given the strong emphasis on academics' (including teacher educators') research productivity in universities in China (Lai, Du, & Li, 2014), such learning experiences could develop their writing abilities and enhance their knowledge about how to cope with the increasing demands and possible bias in their future publishing (e.g., how to select appropriate journals). Underneath the acquisition of all the knowledge and skills was the participants' gradual immersion into the teacher education community in which they actually spoke and acted as teacher educators (White, et al, 2014), which pushed forward their professional learning as a powerful socializing force.…”

“…By adopting different tools and artifacts, acquiring new ways of doing and talking about things, and understanding new customs, rules, and concepts, people can gain their membership as a part of the community with legitimate status and recourses for the negotiation of meaning in order to enhance their continuous learning. For teacher educators, their participation in teacher education practice affords rich opportunities for them not only to develop a repertoire of procedures and skills about teacher education, but more importantly to learn the ways of being, acting and knowing as teacher educators (White, et al, 2014). For instance, Kosnik, et al (2011) explored how a group of PhD students participated in a professional development community led by two experienced teacher educators.…”

“…What we need to do is to create such a space and provide guidance. (Melissa, interview) Therefore, Melissa's professional learning can be attributed to the "modeling" of her supervisor followed by her personal engagement with student teachers in her teaching practice (White, et al, 2014).…”

Rethinking Research in Teacher Education

“…Various authors have discussed the challenge faced by new entrants to the profession of teacher education McKeon and Harrison, 2010;Shagrir, 2010;van Velzen et al, 2010;White, 2014;Williams and Ritter). Boyd and Harris (2010, p. 10) report on how uncertainties in 'the workplace context encourage the new lecturers to hold on to their identity and credibility as school teachers rather than to pro-actively seek new identities as academics within the professional field of teacher education'.…”