Storying as disruption of the 'ought' narratives of new ...

Reimagining becomings: Disrupting notions of ought selves among doctoral and early career researchers who teach Researcher Education & Development Scholarship Conference, 25 October 2018 Sarah Moore, The University of Sheffield [email protected] @saharafudge 3 Position of doctoral and early career researchers in HE Casualised, precarious, pressured Responsibilities often held in tension with each other (Fitzmaurice, 2013; Jawitz, 2009, Clegg, 2008) Research and teaching Discipline and institution Home and university

Liminal position (Winstone and Moore, 2016) 02/26/2020 The University of Sheffield 4 Identity construction Conceptualised not as a fixed property, but as part of the lived complexity of a persons project (Clegg, 2008, p.329) Fluid, dynamic, non-linear, ongoing, incomplete, active (Beauchamp and Thomas, 2009) Not only individual introspection, but also through dialogue with others and broader institutional discourses and expectations (Watson, 2006; Beauchamp and Thomas, 2009) 02/26/2020 Emotional, and often uncomfortable (Akinbode, 2013; The University of Sheffield

5 Becoming (Todd, 2001) On the one hand, [pedagogy] touches on the hope that people can think differently, can change the way they relate to each other, and can form new understandings of themselves and the world that makes possible the very act of teaching and learning. On the other handif pedagogy is about the becoming of the subject, then it can become a tool for the most oppressive ends. (Todd, 2001, p.435) 02/26/2020 The University of Sheffield 6 Actual Ought

Ideal Adapted from Lauriala and Kukkonen (2005) Academics create spaces for the exercise of principled personal autonomy and agency (Clegg, 2008, p.340) Winstone and Moore (2016) suggest early career researchers who teach do this too 02/26/2020 The University of Sheffield 7 Reimagining becomings Fictionalised accounts (Ball, 1984) Graphic novels (Bjartveit and Panayotidis, 2014) Concept maps (McMillan and Gordon, 2017) Cartoons (Fashanu, 2017) Video/photography (Taylor et al, 2011)

Stimulated recall (Baker and Lee, 2011; Rowe, 2009) 02/26/2020 The University of Sheffield 8 Disrupting ought narratives: a work in progress Title: A critical exploration of if, and if so, how, GTAs perceptions of their role as teachers in Higher Education influence their classroom practice. Draft research questions: How do GTAs perceive their role as teachers in UK higher education? What influences these perceptions? What is the relationship between these perceptions and the decisions that GTAs make in the classroom? How far do GTAs feel they have agency over what they do in their day-to-day practice? 02/26/2020 The University of Sheffield

9 Disrupting ought narratives: a work in progress Data creation: Initial concept mapping of the role of the teacher (by participants) Recording of 3x teaching sessions and reflective discussion on recording and mapping (researcher and individual participants) Data analysis and (re)presentation: Narrative analysis of concept maps and reflective discussions, and co-production of individual fictional narratives 02/26/2020 The University of Sheffield 10 What does this mean for

researcher professional How far do we focus on the affective, not just cognitive and skillsdevelopment? based development How far do we as professionals embrace and model messiness? What values, experiences, assumptions are we bringing to our interactions with doctoral and early career researchers? How do we honour the diverse voices of doctoral and early career researchers in professional development activity? What spaces can we provide for early career researchers to enact Cleggs (2008, p.340) principled personal autonomy and agency? What methods of imagining could we use? 02/26/2020 The University of Sheffield 11 References Akinbode, A. (2013) Teaching as lived experience: the value of exploring the hidden and emotional side of teaching through reflective narratives. Studying Teacher Education, 9(1), 62-73.

Baker, A. and Lee, J. (2011) Mind the gap: Unexpected pitfalls in doing classroom research. The Qualitative Report, 16(5), 1435-1447. Ball, S. (1984) Beachside reconsidered: Reflections on a methodological apprenticeship. In: R. Burgess (ed) The Research Process in Educational Settings: Ten case studies. London, The Falmer Press. pp.69-96. Beauchamp, C. and Thomas, L. (2009) Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. Bjartveit, C. and Panayotidis, E. (2014) Pointing to Shaun Tans The Arrival and re-imagining visual

poetics. Contemporary Issues in Early Childhood, 15(3), 245-261. Clegg, S. (2008) Academic identities under threat? British Educational Research Journal, 34(3), 329345. Fashanu, C. (2017) Collaboration through cartoons: Drawing cartoons to assist collaborative ethnography with young children. Review of Social Studies, 4(2), 1-18. Fitzmaurice, M. (2013) Constructing professional identity as a new academic: A moral endeavour. Studies in Higher Education, 38(4), 613-622. Jawitz, J. (2009) Academic identities and communities of practice in a professional discipline. Teaching in Higher Education, 14(3), 241-251.

Jones, A. (2011) Seeing the messiness of academic practice: exploring the work of academics through narrative. International Journal for Academic Development, 16(2), 109-118. 02/26/2020 The University of Sheffield 12 References Lauriala, A. and Kukkonen, M. (2005) Teacher and student identities as situated cognitions. In: P. Denicolo and M. Kompf (eds) Connecting Policy and Practice: Challenges for teaching and learning in schools and universities. Oxford, Routledge. p.199-208. Leigh, J. (2016) An embodied perspective on judgements of written reflective practice for

professional development in Higher Education. Reflective Practice, 17(1), 72-85. McMillan, W. and Gordon, N. (2017) Being and becoming a University teacher. Higher Education Research and Development, 36(4), 777-790. Rowe, V. (2009) Using video-stimulated recall as a basis for interviews: Some experiences from the field. Music Education Research, 11(4), 425-437. Taylor, C., Downs, Y., Baker, R. and Chikwa, G. (2011) I did it my way: Voice, visuality and identity in doctoral students reflexive videonarratives on their doctoral research journey. International Journal of Research & Method in Education, 34(2), 193-210.

Todd, S. (2001) Bringing more than I contain: Ethics, curriculum and the pedagogical demand for altered egos. Journal of Curriculum Studies, 33(4), 431-450. Watson, C. (2006) Narratives of practice and the construction of identity in teaching. Teachers and Teaching, 12(5), 509-526. Winstone, N. and Moore, D. (2016) Sometimes fish, sometimes fowl? Liminality, identify work and identity malleability in graduate teaching assistants. Innovations in Education and Teaching International, 14 June 2016, 1-9. 02/26/2020 The University of Sheffield

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