Capturing Teaching Focused Academic Work: A Learning-Practice Framework for a Richer Understanding of Changing Academic Roles

Autor/inn/en	Godbold, Nattalia; Matthews, Kelly; Gannaway, Deanne
Titel	Capturing Teaching Focused Academic Work: A Learning-Practice Framework for a Richer Understanding of Changing Academic Roles
Quelle	In: Journal of Higher Education Policy and Management, 45 (2023) 3, S.323-334 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Godbold, Nattalia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2022.2148237
Schlagwörter	Foreign Countries; College Faculty; Teacher Role; Faculty Workload; Educational Policy; Theory Practice Relationship; Professionalism; Australia + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Lehrerrolle; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Professionalität; Australien
Abstract	The nature of academic appointments in Australia has changed. Given the recent emergence and growth of teaching focused academics roles across countries and contexts, in this conceptual paper we begin by parsing the language and role descriptions used for these academic appointments. Then, we consider what we know about teaching focused academics roles, and the research approaches used in these studies. We identify that teaching focused academics s struggle to understand, capture, and represent the knowledge creation component of their academic workload. We argue there is a need for research that builds a richer and holistic understanding of teaching focused roles and their workloads. We offer a solution: a learning-practice conceptual framework -- combining Ann Webster-Wright's authentic professional learning and Trowler's practice sensibility with Goodyear's framework for design -- to open new vistas of research and policy implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01