Education focused pracademics on twitter: building democratic fora

Kolber, S; Heggart, K

Education focused pracademics on twitter: building democratic fora

Kolber, S Heggart, K

Permalink

Publisher:: Emerald
Publication Type:: Journal Article
Citation:: Journal of Professional Capital and Community, 2021, ahead-of-print, (ahead-of-print)
Issue Date:: 2021-01-01

Closed Access

	Filename	Description	Size
	Kolber-Education focused pracademics on twitter- building democratic fora-2021-Journal of Professional Capital and Community.pdf	Published version	176.79 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Kolber, S
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.date.accessioned	2021-12-14T00:03:35Z
dc.date.available	2021-12-14T00:03:35Z
dc.date.issued	2021-01-01
dc.identifier.citation	Journal of Professional Capital and Community, 2021, ahead-of-print, (ahead-of-print)
dc.identifier.issn	2056-9548
dc.identifier.issn	2056-9556
dc.identifier.uri	http://hdl.handle.net/10453/152298
dc.description.abstract	Purpose: This paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact. Design/methodology/approach: This paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to provide an overview of how pracademics are engaging with research and the profession online in Australia, in 2021. Findings: The paper describes five key features that are central to the development of pracademic practice. They are rigour and depth, discussion beyond immediate cultural context, accessibility, knowledge creation and collaboration. Research limitations/implications: This paper is focused on the teacher and early career researcher perspectives on pracademia, due to the extant literature focusing on the well-established academic perspective primarily. It focuses on fora within the Twitter social media platform and the #edureading group specifically. The authors propose that the use of Twitter fora, as those outlined, provides a legitimate form of professional development, and does contribute to the development of pracademics. Originality/value: This piece itself is an output of pracademia; through the writing of this paper, the authors show that pracademia is possible through teacher and researcher collaboration. The focus on online spaces, pracademic teachers and a coverage of what's occurring provide a new agenda for further research and consideration.
dc.language	en
dc.publisher	Emerald
dc.relation.ispartof	Journal of Professional Capital and Community
dc.relation.isbasedon	10.1108/JPCC-11-2020-0090
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Education focused pracademics on twitter: building democratic fora
dc.type	Journal Article
utslib.citation.volume	ahead-of-print
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	closed_access	*
dc.date.updated	2021-12-14T00:03:33Z
pubs.issue	ahead-of-print
pubs.publication-status	Published
pubs.volume	ahead-of-print
utslib.citation.issue	ahead-of-print

Abstract:

Purpose: This paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact. Design/methodology/approach: This paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to provide an overview of how pracademics are engaging with research and the profession online in Australia, in 2021. Findings: The paper describes five key features that are central to the development of pracademic practice. They are rigour and depth, discussion beyond immediate cultural context, accessibility, knowledge creation and collaboration. Research limitations/implications: This paper is focused on the teacher and early career researcher perspectives on pracademia, due to the extant literature focusing on the well-established academic perspective primarily. It focuses on fora within the Twitter social media platform and the #edureading group specifically. The authors propose that the use of Twitter fora, as those outlined, provides a legitimate form of professional development, and does contribute to the development of pracademics. Originality/value: This piece itself is an output of pracademia; through the writing of this paper, the authors show that pracademia is possible through teacher and researcher collaboration. The focus on online spaces, pracademic teachers and a coverage of what's occurring provide a new agenda for further research and consideration.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/152298