scholarly journals Slipping Through the Cracks: One Early Career Teacher’s Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities

Author(s):  
Chad M Morrison
Author(s):  
Carli Agostino ◽  
Melanie Cassidy

This article is adapted from a lightning talk given at the New Librarian Symposium 3.0 held in Toronto, Ontario on Friday June 15th 2018. The feeling of being a failure is something that has been familiar to us at various points in our LIS careers. By exploring our personal narratives of failure, we look more critically at our understanding of failure and how it works within the broader context of our profession and professional identities. This exploration revealed that our experiences of failure are heavily influenced with systemic structures, including institutional and societal pressures, professional norms, and broader neoliberal and capitalist ideas. Failure has a tendency to be something that we regard inwardly and carry individual responsibility for; we want to encourage readers to look beyond themselves as a source of failure and instead at the structures and systems that influence our work and understanding of failure.


Author(s):  
Andrea Chan ◽  
Cindy Rottmann ◽  
Doug Reeve ◽  
Emily Moore ◽  
Milan Maljkovic ◽  
...  

In this qualitative study, we investigate the ways engineering leaders across different industry sectors conceive of their own professional identities, including those who work in less engineering-intensive sectors such as financial and public services. Our findings are consistent with previous research that rejects adichotomizing of engineering identity into distinct technical and social dimensions along technical and managerial career paths [4], [11]. Drawing directly from the experiences of 29 engineering leaders, our results suggest that engineers in management and leadership, even those outside of traditional engineering industry sectors, retain technical dimensions of their professional identities. By challenging the assumption that engineers must abandon their technical identities in order to embrace leadership work, findings of this study can demonstrate to students and early career engineers they need not resist leadership for fear of losing their engineering identities.


2014 ◽  
Vol 8 (1) ◽  
pp. 173-191 ◽  
Author(s):  
Katrina Bartow Jacobs

Scholarship on field experiences often addresses issues of integration with coursework and the development of students’ pedagogical knowledge, with less focus on their role in the development of teachers’ professional identities. Drawing on data from a yearlong qualitative study, this article addresses a central concern for students in a literacy teacher preparation program—fieldwork as a lonely venture. This research suggests that traditional field experiences explicitly and implicitly perpetuate images of teaching as a solitary act. These findings highlight the need to reconceptualize field experiences as sites of inquiry in order to disrupt narratives of isolation within teacher education.


10.28945/3623 ◽  
2017 ◽  
Vol 2 ◽  
pp. 043-058 ◽  
Author(s):  
Elizabeth K Niehaus ◽  
Jillian Reading ◽  
Crystal E Garcia

Aim/Purpose: To explore how early career faculty in the field of higher education administration develop and enact their personal and professional identities. Background: Participants sought to understand themselves, to understand their environments and the “rules” of the academic “game,” and to reconcile conflicts between their own values and identities and the expectations and culture of their environments. Methodology: In-depth case studies of seventeen early career scholars in the field. Contribution: The participants’ experiences underscore important implications for mentoring and socialization that takes into consideration the unique motivation and identity development of aspiring and new faculty members. Findings: Identifies the early career period as one where new faculty are working to develop a strong internal foundation upon which they can manage the many challenges of their personal and professional lives. Recommendations: The findings point to implications for practice, both in graduate education and in departments hiring new faculty members.


2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Penny Amott

This article presents an analytical model of binary dimensions of narrative practice perceived as two continua between the oppositions of subjectivity/objectivity and structure/agency. Such narrative practice is considered as a site for professional ‘identification’ and self-knowing. The analytical model provided a framework that was applied to a series of professional life history narrative events and follow-up discussions conducted with six early career teacher educators working across two contrasting sites for teacher education. The findings evidence participants’ reflections within the narrative events that relate to the descriptors of each quadrant in this model and show that it has utility in describing and understanding the process of identification that takes place within narrative practice.


1959 ◽  
Vol 9 ◽  
pp. 51-79
Author(s):  
K. Edwards

During the last twenty or twenty-five years medieval historians have been much interested in the composition of the English episcopate. A number of studies of it have been published on periods ranging from the eleventh to the fifteenth and early sixteenth centuries. A further paper might well seem superfluous. My reason for offering one is that most previous writers have concentrated on analysing the professional circles from which the bishops were drawn, and suggesting the influences which their early careers as royal clerks, university masters and students, secular or regular clergy, may have had on their later work as bishops. They have shown comparatively little interest in their social background and provenance, except for those bishops who belonged to magnate families. Some years ago, when working on the political activities of Edward II's bishops, it seemed to me that social origins, family connexions and provenance might in a number of cases have had at least as much influence on a bishop's attitude to politics as his early career. I there fore collected information about the origins and provenance of these bishops. I now think that a rather more careful and complete study of this subject might throw further light not only on the political history of the reign, but on other problems connected with the character and work of the English episcopate. There is a general impression that in England in the later middle ages the bishops' ties with their dioceses were becoming less close, and that they were normally spending less time in diocesan work than their predecessors in the thirteenth century.


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