Being and becoming a university teacher

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dc.contributor.authorMcMillan, Wendy
dc.contributor.authorGordon, Natalie
dc.date.accessioned2020-10-27T09:09:16Z
dc.date.available2020-10-27T09:09:16Z
dc.date.issued2017
dc.description.abstractThis study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological.en_US
dc.identifier.citationMcMillan, W., & Gordon, N. (2017). Being and becoming a university teacher, Higher Education Research & Development. 36(4), 777-790, Doi: 10.1080/07294360.2016.1236781en_US
dc.identifier.issn1469-8366
dc.identifier.urihttp://hdl.handle.net/10566/5309
dc.language.isoenen_US
dc.publisherTaylor & Francis groupen_US
dc.subjectAcademic developmenten_US
dc.subjectComplexityen_US
dc.subjectTeaching and learningen_US
dc.subjectConstraintsen_US
dc.subjectEnablementsen_US
dc.titleBeing and becoming a university teacheren_US
dc.typeArticleen_US

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