Show simple item record

dc.contributor.authorTurner, Ren
dc.contributor.authorBrown, Ten
dc.contributor.authorEdwards-Jones, Aen
dc.contributor.authorHughes, Jen
dc.contributor.authorBanks, Aen
dc.contributor.authorBardsley, Jen
dc.contributor.authorBryan, Yen
dc.contributor.authorGray, Cen
dc.contributor.authorIsaac, Aen
dc.contributor.authorMann, Jen
dc.contributor.authorMason, Men
dc.contributor.authorMcKenzie, LMen
dc.contributor.authorOsborn, Jen
dc.contributor.authorRowe, Men
dc.contributor.authorStone, Men
dc.contributor.authorWilksinson, Ren

The diversification of settings in which higher education is delivered has resulted in a growing proportion of lecturers entering teaching from professional backgrounds. This is a challenging transition as lecturers are rarely given the space to consider the implications of this move on their identities and practice styles. Writing is recognised as a powerful methodology through which individuals can make sense of experiences and conceptualise them in light of historical, theoretical and social perspectives. In this paper we consider the experiences of 10 college lecturers who used writing to explore this transition as part of a professional development initiative to promote their writing skills. They were providing higher education in further education colleges across South West England. This project ran over two years, involving a year-long professional development intervention and a subsequent evaluation. Over this time the lecturers produced a number of written pieces. We present the different styles and forms of writing used, and how these engaged with their emergent voices and growing sense of legitimacy. We highlight how writing can provide a reflexive medium and assist in the identification of developmental goals, something particularly valuable during professional transitions.

dc.format.extent546 - 562en
dc.subjectprofessional developmenten
dc.subjectprofessional identityen
dc.titleNarrative explorations into the professional development of lecturers teaching higher education in English further education collegesen
dc.typeJournal Article
plymouth.journalProfessional Development in Educationen
plymouth.organisational-group/Plymouth/00 Groups by role
plymouth.organisational-group/Plymouth/00 Groups by role/Academics
plymouth.organisational-group/Plymouth/Faculty of Arts and Humanities
plymouth.organisational-group/Plymouth/Faculty of Arts and Humanities/Plymouth Institute of Education
plymouth.organisational-group/Plymouth/Faculty of Business
plymouth.organisational-group/Plymouth/Faculty of Business/Plymouth Business School
plymouth.organisational-group/Plymouth/PS - Academic Partnerships
plymouth.organisational-group/Plymouth/PS - Doctoral College
plymouth.organisational-group/Plymouth/PS - Teaching & Learning Support
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA25 Area Studies
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Institute of Health and Community
dc.rights.embargoperiodNot knownen
rioxxterms.typeJournal Article/Reviewen

Files in this item


This item appears in the following Collection(s)

Show simple item record

All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
@mire NV