Mapping the 'Becoming-Integrated-Academic': An Autoethnographic Case Study of Professional Becoming in the Biosciences

Autor/inn/en	Kinchin, Ian M.; Thumser, Alfred E.
Titel	Mapping the 'Becoming-Integrated-Academic': An Autoethnographic Case Study of Professional Becoming in the Biosciences
Quelle	In: Journal of Biological Education, 57 (2023) 4, S.715-726 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kinchin, Ian M.) ORCID (Thumser, Alfred E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1941191
Schlagwörter	Biological Sciences; Researchers; Science Teachers; Career Development; Reflection; Philosophy + Suchen Sie Ihr Suchwort? Abwasserbiologie; Researcher; Forscher; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Berufsentwicklung; Philosophie
Abstract	This paper uses an autoethnographic case study to analyse the difficulties inherent in the professional journey from bioscience researcher to research-informed, reflective bioscience teacher. This is viewed through a philosophy of becoming. The major demand placed upon the academic to achieve this transition is seen as the conscious adoption of a perspective that embraces epistemological pluralism -- also described as post-abyssal thinking. This recognises the value of alternative epistemological views and the way they can contribute to professional development. An explicit recognition of this challenge may provide a tool to support bioscience researchers to become integrated academics and relieve some of the tensions that exist, for example between teaching and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01