University of Hertfordshire

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Original languageEnglish
Pages (from-to)56-70
JournalProfessional Development in Education
Journal publication date2014
Volume40
Issue1
DOIs
Publication statusPublished - 2014

Abstract

This paper explores the complex processes involved in the self-construction of
academic identity in a UK School of Education. Building on seminal literature
in this field and drawing on the research of four academics, it begins by discussing teacher educators’ varying perceptions of the need to re-configure their identity to meet the expectations of a twenty-first-century higher education
workforce. The article proposes the formation of this identity to be a dynamic,
career-long process. Diverse scaffolds for the development process are proposed,
including opportunities for new teacher educators to be apprenticed into an aca-
demic role, the centrality of communities of practice and the importance of the 15
supported development of academic skills such as writing for publication.

ID: 1558174