TY - CHAP
T1 - Academic Territory and Professional Identity
T2 - Toward a Differentiation of Teaching Practices at University
AU - Bridoux, Stéphanie
AU - Grenier-Boley, Nicolas
AU - De Hosson, Cécile
AU - Khanfour-Armalé, Rita
AU - Lebrun, Nathalie
AU - Leininger-Frézal, Caroline
AU - Mesnil, Zoé
AU - Nihoul, Céline
AU - De Vleeschouwer, Martine
N1 - Publisher Copyright:
© ISTE Ltd 2023.
PY - 2023/1/1
Y1 - 2023/1/1
N2 - Over the past decade, many French universities have created professional development structures for university lecturers and researchers (LRs) with a view to “transforming pedagogy” in order to respond, in particular, to the questions posed by the diversity of students entering university and by the failure rate at the end of the first year of a bachelor’s degree. Knowledge of teaching (pedagogical knowledge) appears to be strongly related to the knowledge required to teach (disciplinary knowledge) and socially situated. In other words, the pedagogical practices and values of lecturers and researchers (social dimension) are influenced by the structures of disciplinary knowledge that Becher calls academic territories. This chapter argues that the dual dimensions of their profession, teaching and research, give them a different professional identity than pre-baccalaureate teachers. It presents some results on the professional identity of the LR.
AB - Over the past decade, many French universities have created professional development structures for university lecturers and researchers (LRs) with a view to “transforming pedagogy” in order to respond, in particular, to the questions posed by the diversity of students entering university and by the failure rate at the end of the first year of a bachelor’s degree. Knowledge of teaching (pedagogical knowledge) appears to be strongly related to the knowledge required to teach (disciplinary knowledge) and socially situated. In other words, the pedagogical practices and values of lecturers and researchers (social dimension) are influenced by the structures of disciplinary knowledge that Becher calls academic territories. This chapter argues that the dual dimensions of their profession, teaching and research, give them a different professional identity than pre-baccalaureate teachers. It presents some results on the professional identity of the LR.
KW - academic territories
KW - bachelor’s degree
KW - disciplinary knowledge
KW - pedagogical practices
KW - professional identity
KW - university lecturers and researchers
UR - http://www.scopus.com/inward/record.url?scp=85198600838&partnerID=8YFLogxK
U2 - 10.1002/9781394229727.ch4
DO - 10.1002/9781394229727.ch4
M3 - Chapter
AN - SCOPUS:85198600838
SN - 9781786307934
SP - 71
EP - 107
BT - Research in University Pedagogy
PB - Wiley
ER -