Changing Identities in Community of Practice: Expert Teachers to Novice Researchers

Autor/inn/en	Supramaniam, Kaarthiyainy; Razak, Mohamad Idham Md; Arumugam, Nalini
Titel	Changing Identities in Community of Practice: Expert Teachers to Novice Researchers
Quelle	In: Asian Journal of University Education, 16 (2020) 2, S.59-68 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1823-7797
Schlagwörter	Self Concept; Professional Identity; Novices; Expertise; Communities of Practice; Experienced Teachers; College Faculty; Faculty Workload; Researchers; Career Change; Teaching (Occupation); Teacher Attitudes; Learning Experience + Suchen Sie Ihr Suchwort? Selbstkonzept; Expert appraisal; Community; Fakultät; Researcher; Forscher; Career changes; Berufswechsel; Teaching; Lehrberuf; Lehrerverhalten; Lernerfahrung
Abstract	Teachers and researchers are said to belong to two distinct communities of education. At the university, academics are required to engage in research work which could be a relatively new experience for teachers who had solely focused on teaching after joining the universities. Hence the purpose of this qualitative research is to shed some light on the tensions that are created and experienced by novice researchers at the university whose previous careers were as teachers in schools. Two lecturers, Gina and René, were purposely selected to investigate the phenomenon of changing identities from expert teachers to novice researchers, and to observe how the experienced teachers became newcomers adapting to the new target practices of research as required by the university. Findings from interviews and observations revealed the tensions and negotiations that occurred as the teacher naivetes engaged in the target research practices from teacher trajectories, but prolonged engagement in the target practices revealed emergence of researcher identities. The findings of this study suggest that novices who are expected to adopt new practices need to be supported with instructions and learning opportunities for effective transitions. (As Provided).
Anmerkungen	UiTM Press. Asian Centre for Research on University Learning and Teaching, Faculty of Education, Penerbit UiTM, Universiti Teknologi MARA, Bangunan Fakulti Pengurusan Hotel dan Pelancongan, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. Web site: https://education.uitm.edu.my/ajue/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01