"...Separated by a Common Language": Reflections on Reading Tony Harland and Stephen Rowland

Autor/in	Harland, Janice
Titel	"...Separated by a Common Language": Reflections on Reading Tony Harland and Stephen Rowland
Quelle	In: Teaching in Higher Education, 16 (2011) 4, S.451-455 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Stellungnahme; Higher Education; Educational Research; Researchers; Scientists; Research Reports; Writing for Publication; Comparative Analysis; Periodicals; Communities of Practice; Research Methodology; Interdisciplinary Approach; Perspective Taking + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Researcher; Forscher; Scientist; Wissenschaftler; Research report; Forschungsbericht; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Community; Research method; Forschungsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Zukunftsperspektive
Abstract	When the author writes, her intention is to inform readers and to invite debate and discussion (or at least individual reflection) that continues after the work has been read and put aside. As a scientist with an interest in education, the author now feels able to submit some writings to a non-science educational journal, such as "Teaching in Higher Education," in order to contribute to debates on educational topics, but it has been a long journey to reach this point. She believes her experiences may resonate with others who have come to educational research from different disciplines and contribute to discussions of how this journey might be made easier for later travellers. The author was motivated to contribute this piece after reading the articles by Harland (2009) and Rowland (2009) regarding the nature of research and researchers into Higher Education (HE) as readers of and contributors to "Teaching in Higher Education." These articles contribute to the debate on the role and publication of practitioner research within HE; and on reflection on her own history, the author feels the viewpoint of a practitioner researcher wishing to make a contribution to the wider picture is relevant to this debate. Rowland points out that few contributors to "Teaching in Higher Education" write about their identity, and in this spirit the author offers some thoughts about the difficulty of trying to belong to two communities of practice (Wenger 1999)--that of her discipline and that of a practitioner researcher in HE. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10