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Changing identities in community of practice: expert teachers to novice researchers
Supramaniam, Kaarthiyainy1, Mohamad Idham Md Razak2, Arumugam, Nalini3.
Teachers and researchers are said to belong to two distinct communities of education. At the university, academics are required to engage in research work which could be a relatively new experience for teachers who had solely focused on teaching after joining the universities. Hence the purpose of this qualitative research is to shed some light on the tensions that are created and experienced by novice researchers at the university whose previous careers were as teachers in schools. Two lecturers, Gina and René, were purposely selected to investigate the phenomenon of changing identities from expert teachers to novice researchers, and to observe how the experienced teachers became newcomers adapting to the new target practices of research as required by the university. Findings from interviews and observations revealed the tensionsand negotiations that occurred as the teacher naivetes engaged in the target research practices from teacher trajectories, but prolonged engagement in the target practices revealed emergence of researcher identities. The findings of this study suggest that novices who are expected to adopt new practices need to be supported with instructions and learning opportunities for effective transitions.
Affiliation:
- Universiti Teknologi MARA, Malaysia
- Universiti Teknologi MARA, Kampus Alor Gajah, Melaka, Malaysia
- Universiti Teknologi MARA, Malaysia
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Indexation |
Indexed by |
MyJurnal (2021) |
H-Index
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2 |
Immediacy Index
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0.000 |
Rank |
0 |
Indexed by |
Scopus 2020 |
Impact Factor
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CiteScore (0.5) |
Rank |
Q4 (Education) |
Additional Information |
SJR (0.198) |
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