Defining Professional Self: Teacher Educator Perspectives of the Pre-ECR Journey

Autor/inn/en	MacDonald, Abbey; Cruickshank, Vaughan; McCarthy, Robyn; Reilly, Fiona
Titel	Defining Professional Self: Teacher Educator Perspectives of the Pre-ECR Journey
Quelle	In: Australian Journal of Teacher Education, 39 (2013) 3, Artikel 1 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Teacher Educators; Teacher Attitudes; Comparative Analysis; Graduate Study; Doctoral Degrees; Professional Identity; College Faculty; Foreign Countries; Teacher Researchers; Faculty Workload; Time Management; Australia + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Aufbaustudium; Graduiertenstudium; Hauptstudium; Doctoral degree; Doktorgrad; Fakultät; Ausland; Lehrerforschung; Zeitmanagement; Australien
Abstract	This paper examines the situations of four teacher educators working within academic contexts, but who do not as yet qualify as early career researchers (ECRs) by definition. Within this paper, we define this group as "pre-ECRs"; those working and teaching within contexts of academia whilst undertaking a PhD or similar higher education qualification. Critical comparative analysis is used to examine the nexus between what is currently known about becoming an ECR and narrative accounts of the authors' experiences of negotiating Faculty expectations for research output, teaching and postgraduate study. This approach provides rich insight into what happens prior to and during the initial stages of what we define as the pre-ECR journey. Through the examination of our storied experiences within the context of the existing body of knowledge, the implications of not being able to locate ourselves within a distinctive and appropriate professional identity become apparent. This paper offers a unique insight as it is researched from the perspectives of four pre-ECRs working within an Australian University Faculty of Education. This is valuable given that current research around ECRs provides minimal insight into experiences and challenges unique to those working toward ECR status. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10