ERIC Number: EJ1397550
Record Type: Journal
Publication Date: 2023
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9266
EISSN: EISSN-2157-6009
Mapping the 'Becoming-Integrated-Academic': An Autoethnographic Case Study of Professional Becoming in the Biosciences
Journal of Biological Education, v57 n4 p715-726 2023
This paper uses an autoethnographic case study to analyse the difficulties inherent in the professional journey from bioscience researcher to research-informed, reflective bioscience teacher. This is viewed through a philosophy of becoming. The major demand placed upon the academic to achieve this transition is seen as the conscious adoption of a perspective that embraces epistemological pluralism -- also described as post-abyssal thinking. This recognises the value of alternative epistemological views and the way they can contribute to professional development. An explicit recognition of this challenge may provide a tool to support bioscience researchers to become integrated academics and relieve some of the tensions that exist, for example between teaching and research.
Descriptors: Biological Sciences, Researchers, Science Teachers, Career Development, Reflection, Philosophy
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A