Changing Professional Identity in the Transition from Practitioner to Lecturer in Higher Education: an Interpretive Phenomenological Analysis


Autoria(s): Wood, Colin; Goodall, Dawn; Farmer, Mark
Data(s)

01/09/2016

Resumo

This research explores the experiences of five professional practitioners from disciplines including teaching, youth work, sport and health who had become lecturers in Higher Education. Their experiences are considered using Interpretative Phenomenological Analysis and tentative conclusions are reached on the meaning of such experiences for the individuals. The work extends previous studies (Shreeve 2010, 2011; Gourlay 2011a, 2011b; Boyd & Harris 2010) to consider the relationship between knowledge and influence and how institutional preference for knowledge gained from research impacts on the validity of knowledge derived from professional experience. The research finds shared feelings associated with inauthenticity and loss arising from concerns that the contribution of the professional in Higher Education is undervalued. The research challenges the assumption that professional practitioners adopt the professional identity of a lecturer in Higher Education instead finding that they create their own professional identities in the liminal space between the professional and academic domains, but points to difficulties associated with constructed nature of such professional identities within the institutional structure of a Higher Education institution.

Formato

text

Identificador

http://eprints.worc.ac.uk/4251/1/Wood%20Goodall%20Farmer%20RPCE%20sent.pdf

Wood, Colin and Goodall, Dawn and Farmer, Mark (2016) Changing Professional Identity in the Transition from Practitioner to Lecturer in Higher Education: an Interpretive Phenomenological Analysis. Research in Post-Compulsory Education, 21 (3). pp. 229-245. ISSN 1359-6748 Online: 1747-5112

Idioma(s)

en

Publicador

Taylor & Francis

Relação

http://eprints.worc.ac.uk/4251/

http://www.tandfonline.com/doi/abs/10.1080/13596748.2016.1195173

10.1080/13596748.2016.1195173

Palavras-Chave #LB Theory and practice of education #LB2300 Higher Education
Tipo

Article

PeerReviewed