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REFERENCIAS.ARTIGOS
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Growing and developing as a university researcher

Autor: S. Åkerlind, Gerlesse (2008)
 
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Publicación: Higher Education, nº 55.2, páxinas 241-254.  
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While there is a substantial body of literature on academics’ development as teachers, investigation of their development as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth and development as a university researcher. Four qualitatively different ways of understanding research development emerged: (1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher; and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways of understanding their growth and development as a university researcher and as a university teacher are also presented.

 
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Identificador (ISBN ou ISSN): 0018-1560
 
 
Tags: academic development, conceptions, phenomenography, research development, ways of understanding
 
 
 
 
Data de inclusión:2009-02-09 14:31:45
 
     
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