scholarly journals Narrative practices in developing professional identities: Issues of objectivity and agency

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Penny Amott
Keyword(s):  
Analytical Model ◽  
Teacher Educators ◽  
Early Career ◽  
Professional Life ◽  
Professional Identities ◽  
Professional Identification ◽  
Narrative Practice ◽  
A Site ◽  
Career Teacher

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.

Early career teacher educators' dispositions toward sustainability and accountability for sustainability issues: a case from teachers colleges in Turkey

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mustafa Öztürk ◽  
Oren Pizmony-Levy
Keyword(s):  
Sustainable Development ◽  
Quantitative Methods ◽  
Teacher Educators ◽  
Early Career ◽  
Local Context ◽  
Teachers Colleges ◽  
Content Type ◽  
Early Career Teacher ◽  
Sustainability Problems ◽  
Career Teacher

PurposeThis study aims to investigate the dispositions of early career teacher educators as young academics toward sustainability and accountability for sustainability issues. Through their interpretations, concerns, awareness and ownership of sustainability, the study portrays how a global phenomenon is articulated specifically within the local context of teachers colleges in Turkey.Design/methodology/approachThe study was designed as a survey, and the data were collected through a cross-sectional online questionnaire. The sample (n = 72) was limited, through purposeful sampling, to early career teacher educators teaching and being trained in well-established Turkish teachers colleges to become prospective faculty members of newly founded teachers colleges across the country. The data were analyzed primarily through quantitative methods. For the analyses, STATA software was used to perform descriptive and inferential statistics.FindingsThe general results indicated that the participants were highly concerned about sustainability problems. However, their concerns were not reflected to the same degree on their perceived awareness and ownership of education for sustainable development (ESD). Hunger and poverty, loss of biodiversity, climate change and epidemic diseases were all perceived to be urgent more in the global context. On the other hand, unemployment, refugees and terrorism were perceived to be locally urgent problems. Different agencies within the community were addressed to be accountable for different types of sustainability problems. The accountability for economic, environmental and societal problems were mainly placed on governments. Additionally, individuals/families and educators were held more accountable for environmental issues, while corporations and super powers were held more accountable for economic issues. As for societal issues, educators, individuals/families and non-governmental organizations were addressed to be more responsible.Originality/valueThe significance of the study is mainly twofold. If sustainable development is conceptualized with a futuristic viewpoint that attaches a great importance to next generations' needs, focusing on the dispositions of early career teacher educators as young academics is a reasonable way of addressing the current gaps and eliminating the future inefficacies. Building on the assumption that ESD would remain imperfect without the commitment of teacher educators who have the potential to bring changes in educational systems and shape knowledge and skills of future teachers, in turn future generations; this study becomes even more valuable as it includes specifically the academicians in the field of teacher education.

Envisioning Our Practice: Examining and Interpreting Pedagogical Visions of Four Early Career Teacher Educators

2016 ◽  
Vol 13 (3) ◽  
pp. 251-270 ◽  
Author(s):  
Margaret Vaughn ◽  
Seth A. Parsons ◽  
Roya Q. Scales ◽  
Amanda Wall
Keyword(s):  
Teacher Educators ◽  
Early Career ◽  
Early Career Teacher ◽  
Career Teacher

Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention

2012 ◽  
Vol 20 (1) ◽  
pp. 7-26 ◽  
Author(s):  
Julie S. Long ◽  
Sue McKenzie-Robblee ◽  
Lee Schaefer ◽  
Pam Steeves ◽  
Sheri Wnuk ◽  
...  
Keyword(s):  
Literature Review ◽  
Teacher Attrition ◽  
Early Career ◽  
Early Career Teacher ◽  
Career Teacher

Constructing academic identity in the European higher education space: Experiences of early career educational researchers

2019 ◽  
Vol 19 (3) ◽  
pp. 247-268
Author(s):  
Sanja Djerasimovic ◽  
Marialuisa Villani
Keyword(s):  
Higher Education ◽  
Research Policy ◽  
Academic Identity ◽  
Early Career ◽  
Geographic Mobility ◽  
Academic Values ◽  
Professional Identification ◽  
Early Career Researchers ◽  
Entrepreneurial Spirit ◽  
European Higher Education

This exploratory paper presents insights from a qualitative interview-based study of the academic identity-building among a group of early career researchers working in the field of education across the European higher education space. Set against a policy background framed by the initiatives in European higher education and research policy, geared towards a production of a mobile, entrepreneurial researcher in pursuit of ‘valuable’ knowledge, the respondents’ narratives reveal individual complexity, but also emerging patterns of professional identification. We identify the traditional academic values of creating and sharing knowledge validated by an epistemic community, and pursuing autonomy and collegiality in research, as still dominant, however, find these interacting with the demonstration of a strong proactive, entrepreneurial spirit, and a lack of institutional attachment. The narratives indicate the availability of supportive, encouraging communities as being of high significance, and contest the notions of Europeanisation and the utility of geographic mobility in researchers’ identities. The paper discusses different types of academic identification driven by value orientation and social attachment that emerged from the early career researchers’ interviews, alongside pervasive issues around mobility raised in most narratives, and concludes with suggestions for further study.

scholarly journals Konsep One River One Plan Dalam Penataan Kawasan DAS Binanga Lumbua Kabupaten Jeneponto

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Despry Nur Annisa Ahmad ◽  
Andi Idham Asman ◽  
Isma Pudji Rahayu Ishak
Keyword(s):  
Economic Value ◽  
South Sulawesi ◽  
Qualitative Descriptive ◽  
Spatial Use ◽  
Per Capita ◽  
Crop Agriculture ◽  
Plantation Crops ◽  
A Site ◽  
Planning Concept

Kritisnya DAS Binanga Lumbua berkontribusi pada penurunan pendapatan perkapita Kabupaten Jeneponto. Ini juga menjadi salah satu alasan mengapa Kabupaten Jeneponto menjadi satu-satunya wilayah di Provinsi Sulawesi Selatan yang termasuk dalam kategori daerah tertinggal.Jika melihat kondisi fisik wilayah ini yang mempunyai topografi variatif dan tanah yang subur,semestinya wilayah ini memiliki nilai ekonomi yang potensial untuk pengembanganhutan,tanaman perkebunan,maupun pertanian tanaman pangan. Hasil penelitian sebelumnya adalah identifikasi kekeringan dengan menggunakan pendekatan hidrologis secara kualitatif dan kuantitatif.Kemudian, memberikan arahan pemanfaatan ruang yang berbasis pada upaya pencegahan bencana kekeringan. Sehingga dalam penelitian lanjutan ini, tujuan yang akan dicapai adalah merancang konsep one river one plan dalam penataan DAS Binanga Lumbua secara komperehensif untuk mewujudkan pembangunan yang berkelanjutan. Analisis yang digunakan adalah berupa analisis spasial dan deskriptif kualitatif.Hasil penelitian ini berupa pemetaan konsep penataan DAS yang berbentuk site plan. The criticality of the Binanga Lumbua watershed is that it contributes to the decline in the income per capita of Jeneponto Regency. This is also one of the reasons why Jeneponto Regency is the only area in South Sulawesi Province that is included in the category of underdeveloped areas. Looking at the physical condition of this area which has a varied topography and fertile soil, this area should have potential economic value for the development of forestry, plantation crops, and food crop agriculture. The results of previous research were the identification of drought using a hydrological approach both qualitatively and quantitatively. Then, provide directions for spatial use based on drought prevention efforts. So that in this follow-up research, the goal to be achieved is to design a 'one river one plan concept' in the comprehensive arrangement of the Binanga Lumbua watershed to realize sustainable development. The analysis used is in the form of qualitative descriptive and spatial analysis. The result of this research is a mapping of the watershed planning concept in the form of a site plan

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