Literaturnachweis - Detailanzeige
Autor/inn/en | McAlpine, Lynn; Amundsen, Cheryl; Turner, Gill |
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Titel | Identity-Trajectory: Reframing Early Career Academic Experience |
Quelle | In: British Educational Research Journal, 40 (2014) 6, S.952-969 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0141-1926 |
DOI | 10.1002/berj.3123 |
Schlagwörter | Self Concept; Longitudinal Studies; Career Development; Qualitative Research; Graduate Students; Biographies; Role; Personal Narratives; College Faculty; Researchers; Educational Experience Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Berufsentwicklung; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Biography; Biografie; Biographie; Rollen; Erlebniserzählung; Fakultät; Researcher; Forscher; Bildungserfahrung |
Abstract | 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. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |