NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ791577
Record Type: Journal
Publication Date: 2008-Jun
Pages: 15
Abstractor: Author
Reference Count: 46
ISSN: ISSN-1356-2517
Teaching Engineering/Engineering Teaching: Interdisciplinary Collaboration and the Construction of Academic Identities
Winberg, Christine
Teaching in Higher Education, v13 n3 p353-367 Jun 2008
Academics in higher education institutions are members of disciplinary communities by virtue of their qualifications and research activities, and as teachers of particular disciplines (or professions) they are (or need to become) members of a community of educational practitioners. In this paper, I analyse the ways in which a small group of lecturers in a professional engineering discipline negotiated their academic identities in the process of attaining a Masters degree in Engineering Education. A series of narrative interviews was used to track shifts in the lecturers' identity trajectories during the Masters programme. The findings indicate that academic identities, even within a single engineering discipline, are flexible, multi-layered, and susceptible to different degrees of change. Despite these differences, all participants experienced similar stages in the process of shifting from engineering to engineering educator identities. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A