Academics often see themselves more as researchers than teachers, even though teaching is a major part of their role. Their identity is primarily constructed through research. While effective teaching is important for student learning, academics receive less preparation for teaching than for research. Many current teaching methods focus too heavily on lectures and subject knowledge transmission, making students passive instead of actively engaging them in learning. To improve, institutions should provide more thorough training and support for all faculty, especially sessional instructors, to help academics develop identities encompassing both research and teaching.

2.  When you start to think about your
identity what words come to mind?
 How do you think others would
describe you?

3.  Identities constructed in and through discourse (Butler,
1999; Foucault, 1979)

6. ‘While effective teaching is vital for student
learning in HE, academics are not as prepared
for their teaching careers as they are for their
research’ (Pleschova, 2014)
Discuss…..

7. ‘Many current teaching and learning
methods, ie widespread lecturing to
students, relegate students to passivity,
tend to focus on subject knowledge and
thus are inadequate’ (Pleschova, 2014)

10. PRACTICE
Very closely aligned with research
outputs
More thorough practices need to
enculturate sessional staff?
TEACHING
Teaching Research Nexus (Brew, 2003)
Multiple roles that require identity
work

11. Bounded
Unbounded
Cross boundary
Blended
Emergent territory between
academic and professional
domains