Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2014, Article ID 217974, 11 pages
http://dx.doi.org/10.1155/2014/217974
Research Article

Developing “the Wings to Really Fly”: The Experiences of Four Postdoctoral Research Fellows within an Australian University Faculty of Education

1Faculty of Education, University of Lapland, P.O. Box 122, 96101 Rovaniemi, Finland
2Research Institute for Professional Practice, Learning & Education, School of Teacher Education, Charles Sturt University, Panorama Avenue, Bathurst, NSW 2795, Australia
3Research Institute for Professional Practice, Learning & Education, Research House, Charles Sturt University, Locked Bag 588, Wagga Wagga, NSW 2678, Australia
4Faculty of Education, Science, Technology and Mathematics, University of Canberra, Canberra, ACT 2601, Australia

Received 30 May 2014; Revised 22 July 2014; Accepted 18 August 2014; Published 31 August 2014

Academic Editor: Jo Lunn Brownlee

Copyright © 2014 Tuija A. Turunen et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

  1. L. Archer, “Younger academics' constructions of “authenticity”, “success” and professional identity,” Studies in Higher Education, vol. 33, no. 4, pp. 385–403, 2008. View at Publisher · View at Google Scholar · View at Scopus
  2. O. Hallonsten and C. Silander, “Commissioning the University of Excellence: Swedish research policy and new public research funding programmes,” Quality in Higher Education, vol. 18, no. 3, pp. 367–381, 2012. View at Publisher · View at Google Scholar · View at Scopus
  3. Opetusministeriö, Direction and funding of universities as from 2010, Finnish Ministry of Education, Helsinki, Finland, 2009.
  4. B. Hemmings and R. Kay, “Research self-efficacy, publication output, and early career development,” International Journal of Educational Management, vol. 24, no. 7, pp. 562–574, 2010. View at Publisher · View at Google Scholar · View at Scopus
  5. B. Hemmings and R. Kay, “University lecturer publication output: qualifications, time and confidence count,” Journal of Higher Education Policy and Management, vol. 32, no. 2, pp. 185–197, 2010. View at Publisher · View at Google Scholar · View at Scopus
  6. G. S. Åkerlind, “Postdoctoral researchers: roles, functions and career prospects,” Higher Education Research & Development, vol. 24, no. 1, pp. 21–40, 2005. View at Google Scholar
  7. E. Mackinlay and K. Barney, “Pearls, not problems: exploring transformative education in Indigenous Australian studies,” The Australian Journal of Indigenous Education, vol. 41, no. 1, pp. 10–17, 2012. View at Publisher · View at Google Scholar
  8. B. Rybarczyk, L. Lerea, P. K. Lund, D. Whittington, and L. Dykstra, “Postdoctoral training aligned with the academic professoriate,” BioScience, vol. 61, no. 9, pp. 699–705, 2011. View at Publisher · View at Google Scholar · View at Scopus
  9. M. Ghayur, “Providing a setup and opportunities for better training of postdoctoral research fellows in an academic environment,” Journal of Postgraduate Medicine, vol. 54, no. 2, pp. 156–157, 2008. View at Publisher · View at Google Scholar · View at Scopus
  10. G. S. Åkerlind, “Postdoctoral research positions as preparation for an academic career,” International Journal for Researcher Development, vol. 1, no. 1, pp. 84–96, 2009. View at Google Scholar
  11. H. Horta, “Holding a post-doctoral position before becoming a faculty member: does it bring benefits for the scholarly enterprise?” Higher Education, vol. 58, no. 5, pp. 689–721, 2009. View at Publisher · View at Google Scholar · View at Scopus
  12. ETUCE/CSEE, Teacher Education in Europe. An ETUCE Policy Paper, ETUCE European Trade Union Committee for Education, Brussels, Belgium, 2008.
  13. G. Borlee, “Where do all the postdocs go?” DNA and Cell Biology, vol. 30, no. 8, pp. 537–538, 2011. View at Publisher · View at Google Scholar · View at Scopus
  14. M. Hulme and P. Sangster, “Challenges of research(er) development in university schools of education: a Scottish case,” Journal of Further and Higher Education, vol. 37, no. 2, pp. 181–200, 2013. View at Publisher · View at Google Scholar · View at Scopus
  15. B. E. Lovitts, “The transition to independent research: who makes it, who doesn't, and why,” Journal of Higher Education, vol. 79, no. 3, pp. 296–325, 2008. View at Publisher · View at Google Scholar · View at Scopus
  16. T. M. Willemse and F. Boei, “Teacher educators' research practices: an explorative study of teacher educators' perceptions on research,” Journal of Education for Teaching, vol. 39, no. 4, pp. 354–369, 2013. View at Publisher · View at Google Scholar · View at Scopus
  17. B. Levin and Y. He, “Investigating the content and sources of teacher candidates' personal practical theories (PPTs),” Journal of Teacher Education, vol. 59, no. 1, pp. 55–68, 2008. View at Publisher · View at Google Scholar · View at Scopus
  18. L. G. Driscoll, K. A. Parkes, G. A. Tilley-Lubbs, J. M. Brill, and V. R. P. Bannister, “Navigating the lonely sea: peer mentoring and collaboration among aspiring women scholars,” Mentoring & Tutoring: Partnership in Learning, vol. 17, no. 1, pp. 5–21, 2009. View at Publisher · View at Google Scholar
  19. F. J. Ayala, “Postdoctoral training: valuable? Satisfactory?” American Scientist, vol. 93, no. 3, p. 194, 2005. View at Google Scholar
  20. L. Coia and M. Taylor, “Co/autoethnography: exploring our teaching selves collaboratively,” in Research Methods for the Self-study of Practice, D. L. Tidwell, L. M. Fitzerald, and M. L. Heston, Eds., vol. 9 of Self Study of Teaching and Teacher Education Practices, pp. 3–16, Springer, Dordrecht, The Netherlands, 2009. View at Publisher · View at Google Scholar
  21. Y. Engestr and Y. Engeström, “Expansive learning at work: toward an activity theoretical reconceptualization,” Journal of Education and Work, vol. 14, no. 1, pp. 133–156, 2001. View at Publisher · View at Google Scholar
  22. Y. Engeström, Learning by Expanding: An Activity-Theoretical Approach to Developmental Research, Orienta-konsultit, Helsinki, Finland, 1987.
  23. H. Daniels, “An analysis of the introduction of process- optimisation software in a chemical pulp mill,” in Activity Theory in Practice. Promoting Learning Across Boundaries and Agencies, A. Edwards, Y. Engestr, T. Gallagher, and S. R. Ludvigsen, Eds., pp. 25–48, Routledge, Abingdon, Va, USA, 2010. View at Google Scholar
  24. H. Daniels, “Implicit or invisible mediation in the development of interagency work,” in Activity Theory in Practice. Promoting Learning across Boundaries and Agencies, A. Edwards, Y. Engestr, T. Gallagher, and S. R. Ludvigsen, Eds., pp. 105–125, Routledge, Abingdon, UK, 2010. View at Google Scholar
  25. P. Boyd and K. Harris, “Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity,” Professional Development in Education, vol. 36, no. 1-2, pp. 9–24, 2010. View at Publisher · View at Google Scholar · View at Scopus
  26. R. Wilson, “Examining teacher education through cultural-historical activity theory,” Teacher Education Advancement Network Journal, vol. 6, no. 1, pp. 20–29, 2014. View at Google Scholar
  27. D. A. Snow, “Interactionism: symbolic,” in International Encyclopedia of the Social & Behavioral Sciences, N. J. Smelser and P. B. Baltes, Eds., pp. 7695–7698, Elsevier Science, Amsterdam, The Netherlands, 2004. View at Google Scholar
  28. K. Zeichner and D. Liston, Reflective Teaching: An Introduction, Taylor & Francis, Boca Raton, Fla, USA, 2013.
  29. H. Daniels and A. Edwards, “Introduction,” in Activity theory in practice. Promoting learning across boundaries and agencies, H. Daniels, A. Edwards, Y. Engeström, T. Gallagher, and S. R. Ludvigsen, Eds., pp. 1–8, Routledge, Abingdon, UK, 2010. View at Google Scholar
  30. Y. Engeström, “New forms of learning in co-configuration work,” Journal of Workplace Learning, vol. 16, no. 1-2, pp. 11–21, 2004. View at Google Scholar
  31. R. L. Collins, “For better or worse: the impact of upward social comparison on self- evaluations,” Psychological Bulletin, vol. 119, no. 1, pp. 51–69, 1996. View at Google Scholar
  32. C. Sedikides and A. P. Gregg, “Portraits of self,” in The SAGE Handbook of Social Psychology, M. A. Hogg and J. Cooper, Eds., pp. 110–138, Sage, London, UK, 2003. View at Google Scholar
  33. A. Edwards and I. Kinti, “Working relationally at organisational boundaries: negotiating expertise and identity,” in Activity Theory in Practice. Promoting Learning across Boundaries and Agencies, H. Daniels, A. Edwards, Y. Engeström, T. Gallagher, and S. R. Ludvigsen, Eds., pp. 126–139, Routledge, Abingdon, UK, 2010. View at Google Scholar
  34. B. Davies and R. Harre, “Positioning: the discursive production of selves,” in Discourse Theory and Practice. A Reader, M. Wetherell, S. Taylor, and S. J. Yates, Eds., pp. 261–271, SAGE, London, UK, 2001. View at Google Scholar
  35. H. Kerosuo, “Boundaries in health care discussions: an activity theoretical approach to the analysis of boundaries,” in Managing Boundaries in Organizations: Multiple Perspectives, N. Paulsen and T. Hernes, Eds., pp. 169–187, Palgrave, Basingstoke, UK, 2003. View at Google Scholar
  36. J. Richardson and J. Zikic, “The darker side of an international academic career,” Career Development International, vol. 12, no. 2, pp. 164–186, 2007. View at Publisher · View at Google Scholar · View at Scopus
  37. P. Moss, “English as a problem language,” Contemporary Issues in Early Childhood, vol. 11, no. 4, pp. 432–434, 2010. View at Publisher · View at Google Scholar · View at Scopus
  38. J. Kincheloe and S. Steinberg, “Indigenous knowledges in education: complexities, dangers, and profound benefits,” in Handbook of Critical and Indigenous Methodologies, N. K. Denzin, Y. S. Lincoln, and L. T. Smith, Eds., pp. 135–156, Sage, Los Angeles, Calif, USA, 2008. View at Google Scholar
  39. E. Wenger, Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, Cambridge, UK, 1998.
  40. W.-M. Roth, K. Tobin, R. Elmesky, C. Carambo, Y. McKnight, and J. Beers, “Re/Making identities in the praxis of urban schooling: a cultural historical perspective,” Mind, Culture, and Activity, vol. 11, no. 1, pp. 48–69, 2004. View at Publisher · View at Google Scholar · View at Scopus