ABSTRACT

Workplace preparation is increasingly part of university curricula and this has led to the appointment of staff with professional practice expertise being appointed to teach, who are experienced professionals yet HE novices. How do they make sense of HE’s expectations and begin to reconcile their identity as educators with the credibility their practice expertise confers? The paper draws on sociocultural perspectives of Communities of Practice, framing identity development as a process of intertwined trajectories between the different communities an individual is involved with. It seeks to illuminate the affective impact of socialisation experiences and implications for academic development.

摘要

工作场所准备越来越成为大学课程的一部分，这导致任命具有专业实践知识的教职员工任教，他们既是经验丰富的专业人士，又是新手。他们如何理解 HE 的期望并开始调和他们作为教育者的身份与他们的实践专业知识所赋予的可信度？该论文借鉴了实践社区的社会文化视角，将身份发展视为个人参与的不同社区之间相互交织轨迹的过程。它试图阐明社会化经历的情感影响和对学术发展的影响。