Transformation narratives in academic practice

Kligyte, G

Transformation narratives in academic practice

Kligyte, G

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Publication Type:: Journal Article
Citation:: International Journal for Academic Development, 2011, 16 (3), pp. 201 - 213
Issue Date:: 2011-09-01

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Field	Value	Language
dc.contributor.author	Kligyte, G https://orcid.org/0000-0003-1422-2504	en_US
dc.date.issued	2011-09-01	en_US
dc.identifier.citation	International Journal for Academic Development, 2011, 16 (3), pp. 201 - 213	en_US
dc.identifier.issn	1360-144X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/118080
dc.description.abstract	This paper reports an investigation of 'transformation narratives' emerging from early career academics' reflective writing. The pieces of writing analysed describe self-initiated teaching development activities embedded in the early career academics' practice. Using a transformative learning framework, the analysis reveals the following changes in early career academics' practice: a move from non-reflective habitual action to more conscious practice; a more sophisticated view of teaching than was previously held; increased agency where teaching practice is perceived as something that can be developed; increased confidence; and a more multifaceted conception of an academic role than their original conception. The limitations of the transformative learning approach and implications this might have for those designing and delivering these types of programs are then explored. © 2011 Taylor & Francis.	en_US
dc.relation.ispartof	International Journal for Academic Development	en_US
dc.relation.isbasedon	10.1080/1360144X.2011.596703	en_US
dc.title	Transformation narratives in academic practice	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	16	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	closed_access
pubs.issue	3	en_US
pubs.publication-status	Published	en_US
pubs.volume	16	en_US

Abstract:

This paper reports an investigation of 'transformation narratives' emerging from early career academics' reflective writing. The pieces of writing analysed describe self-initiated teaching development activities embedded in the early career academics' practice. Using a transformative learning framework, the analysis reveals the following changes in early career academics' practice: a move from non-reflective habitual action to more conscious practice; a more sophisticated view of teaching than was previously held; increased agency where teaching practice is perceived as something that can be developed; increased confidence; and a more multifaceted conception of an academic role than their original conception. The limitations of the transformative learning approach and implications this might have for those designing and delivering these types of programs are then explored. © 2011 Taylor & Francis.

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http://hdl.handle.net/10453/118080