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      Strangers in a strange land – on becoming scholars of teaching

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            Abstract

            This paper reports on a qualitative study that explored the challenges experienced by nine emerging scholars of teaching at a research-intensive university in South Africa. It details three problem areas encountered during the process of becoming scholars of teaching: (1) negative perceptions about the work and related reward concerns, (2) concerns about mastering this form of enquiry, and (3) identity issues. Whilst the first two have been described in SoTL literature, the third – identity issues – has not received attention in the literature in this area. These concerns are discussed using the constructs of Discourse, academic cultures and communities of practice.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 November 2011
            : 9
            : 3
            : 305-315
            Article
            1474-8460(20111101)9:3L.305;1- s4.phd /ioep/clre/2011/00000009/00000003/art00004
            10.1080/14748460.2011.616323
            72cc31d8-528b-41b2-be1e-7f0e7c4794b8
            Product
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            IDENTITY,SCHOLARSHIP OF TEACHING AND LEARNING,EDUCATION DEVELOPMENT,DISCOURSE,RECOGNITION AND REWARD

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