Strangers in a Strange Land--On Becoming Scholars of Teaching

Autor/in	Adendorff, Hanelie
Titel	Strangers in a Strange Land--On Becoming Scholars of Teaching
Quelle	In: London Review of Education, 9 (2011) 3, S.305-315 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
DOI	10.1080/14748460.2011.616323
Schlagwörter	Foreign Countries; Qualitative Research; Scholarship; Instruction; Learning; Postsecondary Education as a Field of Study; Intellectual Disciplines; Reputation; Communities of Practice; Research Universities; Negative Attitudes; Teaching Conditions; Mastery Learning; Professional Identity; School Culture; College Environment; South Africa + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Scholarships; Stipendium; Teaching process; Unterrichtsprozess; Lernen; Geisteswissenschaften; Community; Forschungseinrichtung; Negative Fixierung; Lehrbedingungen; Unterrichtsbedingungen; Schulkultur; Schulleben; Hochschulumwelt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on a qualitative study that explored the challenges experienced by nine emerging scholars of teaching at a research-intensive university in South Africa. It details three problem areas encountered during the process of becoming scholars of teaching: (1) negative perceptions about the work and related reward concerns, (2) concerns about mastering this form of enquiry, and (3) identity issues. Whilst the first two have been described in SoTL literature, the third--identity issues--has not received attention in the literature in this area. These concerns are discussed using the constructs of Discourse, academic cultures and communities of practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10