The metanoia of teaching: translating the identity of the contemporary academic

Karla Benske, Catriona Cunningham, Sam Ellis

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

As increasing numbers of academics align their practice with the UK Professional Standards Framework (UKPSF), there is a growing requirement for them to engage with pedagogical research in higher education and become what Weller (2011) calls ‘scholarly teachers’. Trowler (2013) has demonstrated that most of this research employs qualitative social science methods.
Original languageEnglish
Title of host publicationIdentity work in the contemporary university: exploring an uneasy profession
EditorsJan Smith, Julie Rattray, Tai Paseta, Daphne Loads
Place of PublicationRotterdam
PublisherSense Publishers
Pages181-193
Number of pages13
ISBN (Electronic)9789463003100
ISBN (Print)9789463003087, 9789463003094
DOIs
Publication statusPublished - 2016

Publication series

NameEducational Futures: Rethinking Theory and Practice
PublisherSense Publishers
Number67
Volume1
ISSN (Print)2214-9864

Keywords

  • education
  • theory

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    Benske, K., Cunningham, C., & Ellis, S. (2016). The metanoia of teaching: translating the identity of the contemporary academic. In J. Smith, J. Rattray, T. Paseta, & D. Loads (Eds.), Identity work in the contemporary university: exploring an uneasy profession (pp. 181-193). (Educational Futures: Rethinking Theory and Practice; Vol. 1, No. 67). Sense Publishers. https://doi.org/10.1007/978-94-6300-310-0_14