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

Onderzoeksoutput: Bijdrage aan tijdschrift › Tijdschriftartikel › Academic › peer review

9 Citaten (Scopus)

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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.

Originele taal-2	Engels
Pagina's (van-tot)	293-308
Aantal pagina's	16
Tijdschrift	Infancia y Aprendizaje
Volume	36
Nummer van het tijdschrift	3
DOI's	https://doi.org/10.1174/021037013807532972
Status	Gepubliceerd - 27 sep. 2013
Extern gepubliceerd	Ja

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A cknowledgements: We would like to thank Juan Espinola Vasquez and the editors for their help with the Spanish abstract. A uthor’s A ddress: Larike H Bronkhorst. Department of Education, Utrecht University. E-mail: [email protected] Manuscript received: December 30, 2012. A ccepted: March 27, 2013

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

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