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'I'd rather be seen as a practitioner , come in to teach my subject' - identity work in part time art and design tutors

Shreeve, Alison (2009) 'I'd rather be seen as a practitioner , come in to teach my subject' - identity work in part time art and design tutors. International Journal of Art and Design Education, 28 (2). pp. 151-159. ISSN 1476-8070

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Abstract

This article explores issues of identity as part-time tutors engage in teaching in further and higher education. It is based on a phenomenographic research approach that examines variation in experience. Based on interviews with 16 creative practitioners who also teach, it draws on the narratives of identity resulting from the interview process. The five possible ways that the relationship between practice and teaching can be experienced can also be associated with five different experiences of identity. The research also draws on case studies more aligned with one category of experience than another, enabling aspects of identity work to be related to the worlds of practice and teaching and to individual histories of participation in these worlds. Factors that help to contribute to particular forms of identity are therefore discussed, as well as the impact that tutor identity can have on the students' learning experience.

Item Type: Article
Divisions: ?? BucksNewUniversity ??
Depositing User: ULCC Admin
Date Deposited: 26 Jun 2012 08:26
Last Modified: 11 Dec 2017 19:19
URI: http://bucks.collections.crest.ac.uk/id/eprint/9774

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