Academics' identity development as teachers

Trautwein, Caroline

doi:10.1080/13562517.2018.1449739

Cited by 51 publications

(44 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…clinician (Sabel and Archer 2014;Hu et al 2015;Van Lankveld et al 2017a). Yet, those who more strongly identify with the teaching role differ from those who do not in terms of their intention to stay in HPE, their willingness to invest in their professional development as teachers, and their enjoyment of the teaching role (Beauchamp and Thomas 2009;Trautwein 2018).…”

Section: Practice Pointsmentioning

confidence: 99%

“…Recommendation 3: Facilitate teachers to reflect on their teaching role, its meaning for them, and their underpinning values, beliefs and motivations. Reflection has been shown to strengthen professional identity formation (Wald 2015;Trautwein 2018). In faculty development, this reflection can be stimulated in several ways.…”

Section: Recommendations For Faculty Developmentmentioning

confidence: 99%

See 1 more Smart Citation

Supporting a teacher identity in health professions education: AMEE Guide No. 132

Lankveld

Thampy

Cantillon³

et al. 2020

Medical Teacher

View full text Add to dashboard Cite

This guide provides an understanding of what teacher identity is and how it can be developed and supported. Developing a strong teacher identity in the context of health professions education is challenging, because teachers combine multiple roles and the environment usually is more supportive to the identity of health practitioner or researcher than to that of teacher. This causes tensions for those with a teaching role. However, a strong teacher identity is important because it enhances teachers' intention to stay in health professions education, their willingness to invest in faculty development, and their enjoyment of the teaching role. The guide offers recommendations on how to establish workplace environments that support teacher identity rather than marginalise it. Additionally, the guide offers recommendations for establishing faculty development approaches that are sensitive to teacher identity issues. Finally, the guide provides suggestions for individual teachers in relation to what they can do themselves to nurture it.

show abstract

Section: Practice Pointsmentioning

confidence: 99%

Section: Recommendations For Faculty Developmentmentioning

confidence: 99%

Supporting a teacher identity in health professions education: AMEE Guide No. 132

Lankveld

Thampy

Cantillon³

et al. 2020

Medical Teacher

View full text Add to dashboard Cite

show abstract

“…Industrial design grew out of the first industrial revolution, when capitalism emerged in the beginning of 19th century England and Europe (Forty, 1986;Heskett, 1980). The early industrial designers were not managers of the new product development process, their responsibility was to shape the form of a product's enclosure (Spark, 1986). In the 20th century, post-industrial economies emerged (Friedman, 2012).…”

Section: Discussionmentioning

confidence: 99%

Design Education for the Knowledge Society: An Action Research Study of Implementing a Liberal Arts Approach to Industrial Design Education

Feast¹

2020

Proceedings of DRS

View full text Add to dashboard Cite

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. 1. Education for Economic Growth or Human Development? Trends in higher education have led educationists and academics to argue that design education has come to function as an alternative form of general liberal arts education (Buchanan, 1992, p. 5). Now students might choose to study design as they might choose to study the humanities and arts, that is, without the intention to pursue design as a career (Schön, 1985, p. 2). Consequently, design education is caught within the 'The Conflict of the Faculties' between design as form of professional education and design as an alternative form of liberal arts education (Friedman, 2003, p. 245). Consequently, a core challenge for university-level design education is meeting the plural needs of educating students for a demanding job in a professional field and preparing citizens for life in the global knowledge economy (Friedman, 2002, pp. 27-33). Liberal arts education, according to Martha Nussbaum (2012), is about "challenging the

show abstract

“…The lived space is contemplated and reflected (Anderson & Hounsell, 2007). The lived professional space reflects the HET's identity, which is developed through three phases: taking on the teacher role, settling into the teacher role, and finding a new role as a teacher (Trautwein, 2018). According to McMillan & Gordon (2017), five spaces with the emancipatory potential to assist the academic in her/his professional development by being and becoming a university teacher include communities of practice, academic freedom, position statements, development opportunities, and a supportive environment.…”

Section: Introductionmentioning

confidence: 99%

Being a Higher Education Teacher: Living in the Professional Space and Creating the Professional Body

Žydžiūnaitė

Daugėla

2020

PED

View full text Add to dashboard Cite

Phenomenological research relies on the position that teaching in higher education should not be considered a duty that just needs to be carried out by the higher education teacher. It is a crucial part of academia, and it is essential that the higher education teacher portrays it as such. The research examined the patterns of the higher education teacher’s experiences that are meaningful with regard to the professional body and professional space within higher education.

show abstract

Academics' identity development as teachers

Cited by 51 publications

References 22 publications

Supporting a teacher identity in health professions education: AMEE Guide No. 132

Supporting a teacher identity in health professions education: AMEE Guide No. 132

Design Education for the Knowledge Society: An Action Research Study of Implementing a Liberal Arts Approach to Industrial Design Education

Being a Higher Education Teacher: Living in the Professional Space and Creating the Professional Body

Contact Info

Product

Resources

About