University teachers' collateral transitions: Continuity and discontinuity between research and teaching

Larike H. Bronkhorst; Martine M. van Rijswijk; Paulien C. Meijer; Bob Köster; Jan D. Vermunt

doi:10.1174/021037013807532972

University teachers' collateral transitions: Continuity and discontinuity between research and teaching

Larike H. Bronkhorst, Martine M. van Rijswijk, Paulien C. Meijer, Bob Köster, Jan D. Vermunt

Research output: Contribution to journal › Article › Academic › peer-review

9 Citations (Scopus)

Abstract

University teachers in teacher education programmes are increasingly expected to combine teaching and research, in spite of widespread recognition of the differences between these epistemic practices. This study questions how the (dis)continuities university teachers encounter, when engaging in a collateral transition between research and teaching, are experienced. To answer that question, this study engages in an in-depth longitudinal analysis of 84 weekly journals reported during such a transition. In contrast to widely held assumptions, we find that continuity can also be experienced negatively, whereas discontinuity is sometimes experienced quite positively. Based on our results, we offer suggestions for how transition processes can be supported.

Original language	English
Pages (from-to)	293-308
Number of pages	16
Journal	Infancia y Aprendizaje
Volume	36
Issue number	3
DOIs	https://doi.org/10.1174/021037013807532972
Publication status	Published - 27 Sept 2013
Externally published	Yes

Keywords

University teacher education
collateral transition
boundary crossing
identity narratives

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10.1174/021037013807532972

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University teachers' collateral transitions: Continuity and discontinuity between research and teaching

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Keywords

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