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 journalArticleAcademicpeer-review

2 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 languageEnglish
Pages (from-to)293-308
Number of pages16
JournalInfancia y Aprendizaje
Volume36
Issue number3
DOIs
Publication statusPublished - 27 Sep 2013
Externally publishedYes

Keywords

  • University teacher education
  • collateral transition
  • boundary crossing
  • identity narratives

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