Pracademic Productive Friction: Boundary Crossing and Pressure Points

Autor/inn/en	Mynott, John Paul; Zimmatore, Michaela
Titel	Pracademic Productive Friction: Boundary Crossing and Pressure Points
Quelle	In: Journal of Professional Capital and Community, 7 (2022) 1, S.45-56 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mynott, John Paul) ORCID (Zimmatore, Michaela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9548
DOI	10.1108/JPCC-11-2020-0093
Schlagwörter	Professional Identity; Conflict; Conflict Resolution; Faculty Development; Lesson Plans; Learning Processes; Elementary School Teachers + Suchen Sie Ihr Suchwort? Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Lesson planning; Unterrichtsplanung; Learning process; Lernprozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Purpose: Productive friction (Ward "et al.," 2011) can exist as pracademics cross between boundaries of their different identities. Through an exploration of the self-perception of two collaborating pracademics, this paper will consider that organisational and occupational (Evetts, 2009) elements exist that generate professional friction for pracademics. Design/methodology/approach: Using two consecutive Lesson Study cycles as a boundary object, the authors will consider their pracademic identity through a spatial approach. Their perceptions are expressed through semi-structured qualitative interviews and subsequent thematic analysis. This analysis is then explored through Engeström's (2001) learning stages to consider how pracademics interact within the contradictions of their identities and within their context and their work. Findings: Time, purpose, integration and collaboration are all elements that impact on pracademic identities. For each one of these themes, pracademics both experience friction and find resolutions. As these themes vary, there are also moments of unresolved friction, where the pracademics maintain their work based on their enthusiasm alone. Constraints on time and the visibility of pracademic emerge. Exploring these pressure points and their resolutions is key to understanding how pracademics can be further supported by other professionals. Originality/value: While it is not possible to draw large conclusions from the experiences and perceptions of two primary-school-based pracademics, their experiences and understanding of contextual pressure points may facilitate the support of other pracademics and resonant with their experiences, particularly if they are using Lesson Study. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01