Academic Scientific JournalsProfessional identity shifts of academic teachers in response to recent (g)local critical incidents: Preliminary research results
DOI:
https://doi.org/10.26881/bp.2022.2.03Keywords:
identity shifts, academic nexus of multi-membership, professional development, engaged teachingAbstract
The Covid-19 pandemic, 2020-2022, has been defined as a turning point and possibly a critical incident (Tripp 1993) for the workstyle, professional well-being, and quality of work of thousands of academics worldwide. This type of uncontrolled, unexpected, and multifaceted event: political (procedural and administrative), biological (coronavirus inflicted deaths) and cultural (normative), has never before been experienced by the contemporary generation of professionally active academic teachers. As we assume in the presented research findings, two years of a global lockdown and the implementation of regulations which have had a destabilizing effect, must have affected the dynamics of identity shifts experienced by this professional community. Paradoxically, however, alongside this, endless possibilities have opened up for new research concerning the hardship experienced during the adaptation undertaken to deal with global and local (g/local) sociocultural changes in policy and work conditions in academia. One such study, led by two co-researchers at the University of Gdańsk, shall be introduced and partially described in the following text. Selected findings shall also be demonstrated and tentative conclusions drawn.
Downloads
References
Bauman, Teresa (2011). Proces kształcenia w uniwersytecie w perspektywie potrzeb nauczycieli akademickich i oczekiwań studentów: Raport z badań. Gdańsk: FRUG.
Becher, Tony, Paul R. Trowler (2001). Academic Tribes and Territories. Buckingham: SRHE and Open University Press.
Bourdieu, Pierre (1984). Homo Academicus. Stanford, CA: Stanford University Press.
Collins, Randal (2011). Łańcuchy rytuałów interakcyjnych. Kraków: Nomos.
Goffman, Erving (2008). Człowiek w teatrze życia codziennego. Warszawa: ALetheia.
Jendza, Jarosław (2017). “Teresy Bauman koncepcja hybrydycznych badań pedagogicznych – poszukiwanie komplementarności czy krytyka metodologiczna”. Jakościowe Badania Pedagogiczne II/2: 116– 131.
Lankveld van, Thea, Judith Schoonenboom, Monique Volman, Gerda Croiset, Jos Beishuizen (2017). “Developing a teacher identity in the university context: a systematic review of the literature”. Higher Education Research & Development 36/2: 325–342. DOI: 10.1080/ 07294360.2016.1208154. Accessed 17.11.2022.
Lave, Jean, Étienne Wenger (1991). Situated learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Luke, Allan (1997). Critical approaches to literacy. In V. Edwards, D. Corson (eds.). Encyclopedia of Language and Education: Literacy. Dordrecht: Kluwer Academic Publishers, 143–152.
Norton, Bonny, Kelleen Toohey (2011). “Identity, language learning, and social change”. Language Teaching 44/4: 412–446.
Norton, Bonny (2013). “Identity, literacy, and English language teaching”. Iranian Journal of Language Teaching Research 1/2: 85–98.
Schon, Donald Alan (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Tripp, David (1993). Critical Incidents in Teaching: Developing Professional Judgement. London – New York: Routledge.
Wenger, Étienne (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge, UK: Cambridge University Press.
