I have decided to write a reflection post on one of the further readings I have completed. My tutor, Carys Kennedy, suggested the following article after learning about my dual practice as a designer running my own label and as an educator.
The article was Fran Beaton (2022) How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach, International Journal for Academic Development, 27:3, 234-248
Summary
Beaton discusses the challenges and opportunities faced by dual professionals (DPs) transitioning into academia, particularly focusing on their academic professional development, peer support, and identity construction. The author emphasizes the increasing integration of staff with professional practice expertise into teaching roles and explores the sociocultural perspectives of Communities of Practice (CoP) in shaping the academic development and identity of DPs – experiences I have been undergoing since I started teaching.
The article’s findings reveal different trajectories and identities among DPs entering academia, influenced by a variety of factors such as their practice background and disciplinary colleagues. Additionally, the reading highlights the role of academic developers in supporting the professional development and identity construction of DPs, emphasizing the need to design programs that address their specific needs and background.
Some of the key points I have identified:
- The article discusses academic professional development, peer support, and identity for practitioners transitioning into academia, emphasizing the inclusion of staff with professional practice expertise in teaching roles.
- Draws on sociocultural perspectives of Communities of Practice (CoP) to explore academic development and identity construction.
- Examines implications of workplace preparation on university teaching staffing and identifies challenges faced by dual professionals transitioning between practice profession and university educator roles.
- Highlights the significance of disciplinary colleagues and practice networks in shaping the identity of practitioners who teach.
- Discusses the role of academic developers in supporting the professional development and identity construction of dual professionals.
- Elaborates on the need for tailored professional development programs to address specific needs and trajectories of dual professionals.
- Underscores the importance of creating supportive and inclusive environments for DPs transitioning into academia.
Reflection
One of my struggles has been primarily approaching my work with an academic mindset, sometimes seeing students solely as learners rather than future practitioners. However, I am deeply committed to ensuring that they benefit from my industry experience, and I am continuously seeking a balance between building knowledge and learning from their responses to my teaching style.
Ultimately, the article focuses significantly on individuals transitioning from industry practice to an academic role, which differs slightly from my situation. I continue to juggle both roles and see the value in maintaining my industry practice alongside my academic responsibilities. I believe that I can make a significant impact on students’ journeys by incorporating real-world challenges into my teaching and encouraging them to consider their professional roles early in their learning journey.