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Women Becoming Practitioner Researchers
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Women Becoming Practitioner Researchers : From School Teacher to Academic

Book Details

Format Hardback or Cased Book
Book Series Higher Education in Critical Perspective: Practices and Policies
ISBN-10 1805396641
ISBN-13 9781805396642
Publisher Berghahn Books
Imprint Berghahn Books
Country of Manufacture GB
Country of Publication GB
Publication Date Sep 1st, 2024
Print length 190 Pages
Weight 430 grams
Dimensions 23.60 x 16.00 x 1.80 cms
Product Classification: Autobiography: generalInclusive education / mainstreamingHigher & further education, tertiary education
Ksh 16,550.00
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Sixteen early career researchers (ECRs) tell their stories in Women Becoming Practitioner Researchers, focusing on connecting potential and current doctoral students with an understanding of what to expect in the transition from professional or schoolteacher environments to working for universities.
Early career researchers (ECRs) in education bring unique histories of professional practice and development into academic research communities. Women Becoming Practitioner Researchers explores autoethnographies of twelve women who were, or still are, schoolteachers in the process of becoming researchers. Using autoethnography to disrupt the established systems that distance researchers from their research, the chapters in this volume are curated to apply theory to this important transition. This theory-as-method approach provides a foundation for understanding as the authors weave threads of identities and experiences into their roles as practitioner researchers.

Early career researchers (ECRs) in education bring unique histories of professional practice and development into academic research communities. Women Becoming Practitioner Researchers explores autoethnographies of twelve women who were, or still are, schoolteachers in the process of becoming researchers. Using autoethnography to disrupt the established systems that distance researchers from their research, the chapters in this volume are curated to apply theory to this important transition. This theory-as-method approach provides a foundation for understanding as the authors weave threads of identities and experiences into their roles as practitioner researchers.

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