Academic identities and their deployment within tutorials

Harness, Susan ORCID: https://orcid.org/0000-0001-8113-3742 and Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 (2021) Academic identities and their deployment within tutorials. International Journal of Educational Research, 108 (101777).

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Abstract

Academics develop multiple identities as part of their learning and participation in social and professional communities. These identities are considered to have an important influence on practice, including the quality of teaching. This study contributes by using a robust phenomenographic approach to develop a framework for the multiple identities of lecturers in nursing. It then goes on to apply that framework as part of the thematic analysis of video of a one to one tutorial with a student nurse, by the same sample of ten lecturers. Stimulated video recall interviews with the lecturers completed the data set. The phenomenographic analysis generated a framework of five identities held by the lecturers in nursing as: clinical nurse practitioner; university teacher; scholar; researcher; and leader. The thematic analysis focused on how the lecturers negotiated and foregrounded different identities during their tutorials. This analysis developed the findings of previous studies in showing how lecturers in nursing strive to maintain clinical credibility despite being in academic roles, but also revealed the significance of identities to understanding the pedagogy of tutorials and in particular the importance of the identity of ‘scholar’ for these lecturers in their interactions with students.

Item Type:	Article
Journal / Publication Title:	International Journal of Educational Research
Publisher:	Elsevier
ISSN:	0883-0355
Departments:	Institute of Health > Urgent and Primary Care Learning Education and Development (LED)
Depositing User:	Susan Harness
Date Deposited:	22 Jan 2021 14:40
Last Modified:	13 Jan 2024 12:01
URI:	https://insight.cumbria.ac.uk/id/eprint/5886

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