Understanding ‘academic identity’ is important in helping to explain academics’ belief systems and actions (Fanghanel 2012) . Some writers see academic identity as related to different academic roles and disciplinary areas (Becher and Trowler 2001) . For others, it is something undergoing a massive transformation, as new divisions of labour in higher education (HE) lead to re-defined notions of academic professionalism (Fanghanel 2012; Barry et al. 2006; Nixon 2003; Nixon et al. 2001) . Specific factors may also influence perceptions of identity. These include the type of university involved, academics’ professional role and status, employment type, level of seniority and career specialization (Clegg 2008; Blackmore and Blackwell 2006; Sikes 2006; Enders 2005; Henkel 2005) . In order to take forward some of these considerations, this chapter explores academics’ identity in and through their teaching. Teaching constitutes a fundamental part of academic work (Clegg 2008: 330) , where notions of individual...
|Title of host publication||Academic Working Lives|
|Subtitle of host publication||Experience, Practice and Change|
|Publication status||Published - 5 Dec 2013|
CHENG, MING. (2013). Professionalising teaching identity and teaching ‘excellence’ schemes. In L. Gornall (Ed.), Academic Working Lives: Experience, Practice and Change (pp. 162-169). Bloombury, London. https://doi.org/10.5040/9781472552730.ch-017