Negotiating teacher identities in an academic workgroup

Tai Peseta; John Hannon; Graham Hendry; Giedre Kligyte; Brenda Leibowitz; Jan McLean; Jan Smith; Gina Wisker

Negotiating teacher identities in an academic workgroup

Tai Peseta, John Hannon, Graham Hendry, Giedre Kligyte, Brenda Leibowitz, Jan McLean, Jan Smith, Gina Wisker

Western Sydney University

Research output: Chapter in Book / Conference Paper › Conference Paper

Abstract

While opportunities for the teaching development of academics have grown worldwide, formal award programs (postgraduate and graduate certificate in university teaching and learning) continue to inhabit a vexed social and political space. In many universities, these programs are voluntary (unless tied to the requirements of academic probation); attract relatively small numbers of staff; and are considered time consuming, especially as they are usually completed alongside a full academic workload with little or no time release. The UK experience could be seen as an exception.

Original language	English
Title of host publication	Screaming in a 20-Mile Zone: Academic Identities in 2014: 4th International Academic Identities Conference, 8-9 July 2014, Durham University, U.K.
Publisher	University College London
Number of pages	2
Publication status	Published - 2014
Event	International Academic Identities Conference - Duration: 1 Jan 2016 → …

Conference

Conference	International Academic Identities Conference
Period	1/01/16 → …

Keywords

teachers
career development

Cite this

@inproceedings{de80dab9d4d34ece9461470dcee1da24,

title = "Negotiating teacher identities in an academic workgroup",

abstract = "While opportunities for the teaching development of academics have grown worldwide, formal award programs (postgraduate and graduate certificate in university teaching and learning) continue to inhabit a vexed social and political space. In many universities, these programs are voluntary (unless tied to the requirements of academic probation); attract relatively small numbers of staff; and are considered time consuming, especially as they are usually completed alongside a full academic workload with little or no time release. The UK experience could be seen as an exception.",

keywords = "teachers, career development",

author = "Tai Peseta and John Hannon and Graham Hendry and Giedre Kligyte and Brenda Leibowitz and Jan McLean and Jan Smith and Gina Wisker",

year = "2014",

language = "English",

booktitle = "Screaming in a 20-Mile Zone: Academic Identities in 2014: 4th International Academic Identities Conference, 8-9 July 2014, Durham University, U.K.",

publisher = "University College London",

note = "International Academic Identities Conference ; Conference date: 01-01-2016",

}

Peseta, T, Hannon, J, Hendry, G, Kligyte, G, Leibowitz, B, McLean, J, Smith, J & Wisker, G 2014, Negotiating teacher identities in an academic workgroup. in Screaming in a 20-Mile Zone: Academic Identities in 2014: 4th International Academic Identities Conference, 8-9 July 2014, Durham University, U.K.. University College London, International Academic Identities Conference, 1/01/16.

TY - GEN

T1 - Negotiating teacher identities in an academic workgroup

AU - Peseta, Tai

AU - Hannon, John

AU - Hendry, Graham

AU - Kligyte, Giedre

AU - Leibowitz, Brenda

AU - McLean, Jan

AU - Smith, Jan

AU - Wisker, Gina

PY - 2014

Y1 - 2014

N2 - While opportunities for the teaching development of academics have grown worldwide, formal award programs (postgraduate and graduate certificate in university teaching and learning) continue to inhabit a vexed social and political space. In many universities, these programs are voluntary (unless tied to the requirements of academic probation); attract relatively small numbers of staff; and are considered time consuming, especially as they are usually completed alongside a full academic workload with little or no time release. The UK experience could be seen as an exception.

AB - While opportunities for the teaching development of academics have grown worldwide, formal award programs (postgraduate and graduate certificate in university teaching and learning) continue to inhabit a vexed social and political space. In many universities, these programs are voluntary (unless tied to the requirements of academic probation); attract relatively small numbers of staff; and are considered time consuming, especially as they are usually completed alongside a full academic workload with little or no time release. The UK experience could be seen as an exception.

KW - teachers

KW - career development

UR - http://handle.westernsydney.edu.au:8081/1959.7/uws:41207

M3 - Conference Paper

BT - Screaming in a 20-Mile Zone: Academic Identities in 2014: 4th International Academic Identities Conference, 8-9 July 2014, Durham University, U.K.

PB - University College London

T2 - International Academic Identities Conference

Y2 - 1 January 2016

ER -

Negotiating teacher identities in an academic workgroup

Abstract

Conference

Keywords

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