The professional identities of teacher educators in three further education colleges: an entanglement of discourse and practice

Academic identity in a changing Australian higher education space: the higher education in vocational institution perspective

“…In terms of what was found with regards to teaching conditions, as in other collegebased higher education contexts (Springbett, 2018) and previous Australian research (Callan & Bowman, 2015;Wheelahan et al, 2009), teachers may teach both VET/FE and HE subjects or only teach in one area, but our study of HEiVI indicates that increasingly HE specialist educators are emerging. There would seem to be a preference only in a minority of institutions for teachers to teach across both levels, rather than specialize in higher education level programs.…”

“…This literature indicates that there is evidence of a different non-research HE culture (Feather, 2010), and a culture in which teachers are dual professionals with complex and competing identities (Avis & Bathmaker, 2005;Bathmaker, 2016;Springbett, 2018). This research suggests that dual professionals are immersed in a culture that values teaching practice over educational theory (Avis & Bathmaker, 2005;Springbett, 2018) and where the emphasis on vocational expertise and teaching practice makes developing an academic research identity unlikely (Orr & Simmons, 2010;Springbett, 2018). There would appear to be attempts within collegebased higher education institutions to manage academic drift by managing academic identities.…”

“…Teachers may teach across HE and FE/VET staff (Springbett, 2018;Wheelahan et al, 2012Wheelahan et al, , 2009 and they may have the same employment conditions, salaries and workloads (Feather, 2010;Springbett, 2018;Wheelahan et al, 2009). Springbett (2018) highlights that teachers in further education colleges (FECs) are unlikely to have a higher degree and that pursuing higher education qualifications is unlikely to be supported by the institution.…”

The Janus faced teacher educator

“…However, in other contexts, dilemmas, tensions and concerns associated with the complexity of teacher educators' role and practice have also been identified (see, for instance, Vieira 2013; Meeus, Cools, and Placklé 2018;Maareneen et al 2019). It is, therefore, important to examine who teacher educators are and what they do, how they understand their roles and their professional learning and development (see, for instance, Izadinia 2014; Livingston 2014; Flores 2016; Czerniawski, MacPhail, and Guberman 2017;Hadar and Brody 2018;Springbett 2018). This paper focuses in particular on the Janus face-teacher educator and researcher.…”

The real value of words: how target language linguistic modelling of foreign language teaching content shapes students’ professional identity

“…Professional identity is formed during professional training of future specialists, which inseparably includes the development of required professional competences. Inasmuch as any professional knowledge is represented by texts forming professional picture of the world, as well as norms and models of conduct ( Springbett, 2018 ), and the texts themselves contain a system of value settings of the future profession as well as national-cultural specificity of knowledge, language proves to be one of the key elements in forming the future specialist's language personality and their professional identity.…”