Bridging identity ‘chasms’: occupational therapy academics’ reflections on the journey towards scholarship

Fortune, Tracy; Ennals, Priscilla; Bhopti, Anoo; Neilson, Cheryl; Darzins, Susan; Bruce, Chris

doi:10.1080/13562517.2016.1141289

Cited by 21 publications

(35 citation statements)

References 32 publications

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“…The participants in these focus groups started to form a community of practice during the course of their studies -their common goal being to improve their teaching practices, they drew support from one another and on completion of the course found difficulty in relating to others in their disciplines who had not done the course. This suggests that participants had moved from an academic identity of professionals to educators (Fortune et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

The experiences of diplomates of a postgraduate health science education programme: a qualitative study

McInerney¹,

Mabizela²,

Moch³

2018

MedEdPublish

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Background: An increasing number of interventions have been reported over the last ten years in the area of faculty development. We define faculty development as a series of planned activities aimed at preparing individuals for their teaching role. The planned activities include short workshop sessions of 2-3 hours in length and a 3-day introductory course in teaching and assessment. In 2014 we commenced a postgraduate diploma in health science education in a Faculty of Health Sciences in South Africa. The purpose of this study was to obtain perceptions from the first group of participants about the programme. Methods: The qualitative paradigm was chosen for this study and two focus groups were conducted with a total of ten participants. The focus groups were audio-taped and transcribed verbatim and the transcripts were analysed using Tesch's approach (Cresswell, 2014) for qualitative analysis. Results: Four themes were identified: a new language, being a student again, seeing students as adult learners and a whole new world. The first theme was characterised by feelings of anxiety and loss as they grappled with understanding the language of the discipline of pedagogy. Participants generally enjoyed being a student again and this resulted in some reflection on their own students and seeing things from the student's perspective. The last theme describes the new world in which participants felt that they now planned teaching and learning with insight rather than from their previous knowledge base of learning by doing and observing. Conclusion: The findings of this study suggest that the postgraduate diploma is appreciated and that participants have learnt from their experiences. Ways must be found to support those who have completed the programme in taking their learning forward and implementing new knowledge.

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Section: Discussionmentioning

confidence: 99%

The experiences of diplomates of a postgraduate health science education programme: a qualitative study

McInerney¹,

Mabizela²,

Moch³

2018

MedEdPublish

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“…Reconstructing identity to balance academic roles as teacher, researcher, and practitioner. Educators have described feelings of inauthenticity as a result of insecurity and uncertainty that created tension (Archer, 2008;Fortune et al, 2016). The tension emanated from the expectation to perform well in their roles as teacher, researcher, and practitioner (Fortune et al, 2016) and the value ascribed to each role varied by departments (Gardner & Blackstone, 2013).…”

Section: Thematic Analysismentioning

confidence: 99%

“…Educators have described feelings of inauthenticity as a result of insecurity and uncertainty that created tension (Archer, 2008;Fortune et al, 2016). The tension emanated from the expectation to perform well in their roles as teacher, researcher, and practitioner (Fortune et al, 2016) and the value ascribed to each role varied by departments (Gardner & Blackstone, 2013). Tension was particularly considerable with shifting roles of that of a teacher and researcher leading an OT educator to question his or her identity as "what makes one more academic or scholarly" (Ennals et al, 2015, p. 8).…”

Section: Thematic Analysismentioning

confidence: 99%

A Scoping Review of Challenges and the Adaptation Process in Academia: Implications for Occupational Therapy Educators

Cabatan¹,

Grajo²,

Sana³

2019

The Open Journal of Occupational Therapy

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The fulfillment of role expectations and responsibilities as one builds an academic career can be challenging. Increased demand for occupational therapy faculty merits examination of academic experiences from the literature. This study describes the experiences of educators using adaptation models (Savickas & Porfeli, 2012; Schkade & Schultz, 2003) as a theoretical lens. Arksey and O'Malley's Scoping Study Framework (2005) was used in the study. Researchers reviewed literature from 2005-2017 from four databases. Researchers analyzed 28 articles from higher education and the health professions using quantitative and qualitative methods. Twenty-two of the 28 articles were published from 2010-2017. The studies analyzed were conducted in seven different countries, the majority in the US (n = 11) and Australia (n = 7), and more than half used qualitative designs (n = 15). Three themes describe academic experiences: identity-related challenges in academia, process of adaptation among academics, and identification of factors affecting productivity. This study describes the various experiences of faculty to meet the demands of the academic environment. Adaptation of OT academics to their occupational roles and environments has not been widely explored. The implications for future study are discussed. Comments The authors report they have no conflicts of interest to disclose.

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“…This discussion has sought to connect the Hero's Journey, as illustrated in the monomyth, identity. To this point, the principle of the Hero's Journey had been used in several instances of publication but always related to the growth of the client (Fortune et al, 2016;Pieracci, 1990) or the 2007; McBride Steinberg, 2014). It is likely the experience of teaching counseling theories, skills, and various other courses can be enhanced by integrating the Hero's Journey as a way to illustrate the concepts of growth and philosophy inherent in many foundational concepts of our treatment approaches.…”

Section: Crossing Of the Return Thresholdmentioning

confidence: 99%

“…To this point, published works exploring the Hero's Journey as a counseling concept have focused on application as a clinical intervention with clients (Pieracci, 1990), research and inquiry for students (Holmes, 2007), or uses related to service delivery for other healthcare professions (Dybicz, 2012;Fortune et al, 2016). The following discussion will connect the phases of experience the hero encounters within the monomyth directly development.…”

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confidence: 99%

Counselor Development as The Hero’s Journey: Reflections from a Counselor Educator

Kaufmann¹

2019

JIR

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The use of the monomyth to shape the narratives of fiction with deep meanings, while feeling both new and recognizable, is consistently experienced across all cultures throughout time. As past publications have utilized this approach to subconscious symbolism to explain many experiences, it has not yet been utilized to explain the process of counselor development. The structures utilized in this exploration of the Hero’s Journey concept include the seminal work Hero with a Thousand Faces by Joseph Campbell (1949) being applied to the structure of counseling development as reviewed by Rønnestad and Skovholt (2003). Each stage of the journey will be translated into an understanding of how students grow from before their master’s program through their senior years as experts in the counseling field. The following article will engage this metaphor to explore the narrative of a counseling student on their quest to become a counseling professional through use of the stages from the monomyth as used to describe the Hero’s Journey.

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Bridging identity ‘chasms’: occupational therapy academics’ reflections on the journey towards scholarship

Cited by 21 publications

References 32 publications

The experiences of diplomates of a postgraduate health science education programme: a qualitative study

The experiences of diplomates of a postgraduate health science education programme: a qualitative study

A Scoping Review of Challenges and the Adaptation Process in Academia: Implications for Occupational Therapy Educators

Counselor Development as The Hero’s Journey: Reflections from a Counselor Educator

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