Navigating the Teacher-to-Researcher Transition: A Model of Therapeutic Self-Study for Emerging Education Scholars
Abstract
The transition from classroom teaching to education scholarship involves a shift in one’s professional culture and worldview (Labaree, 2003). Yet extant literature offers few strategies for coping with the complexities of this transition. I examine the teacher-to-researcher transition through a review of relevant literature from the field of education as well other social science research addressing the issues of career transition, identity conflict, and liminality. Self-study emerges as a means to aid emerging scholars in managing the emotional and intellectual challenges of the teacher-to-researcher transition while illuminating and refining the values and goals that guide their work. I present a model for self-study based on an iterative process of reflexive journaling and self-evaluation. The self-evaluation component of this model utilizes a self-perception questionnaire, which may be adapted to any emerging scholar’s individual needs and circumstances. This questionnaire serves as a quantitative data collection tool and as a device for monitoring one’s progress and areas of concern. I discuss lessons learned from my own self-study through which this model emerged. Finally, I suggest that an adapted version of this model may be useful in teacher education. I provide strategies for integrating self-study into existing teacher education programs, and I offer specific recommendations for adapting the self-perception questionnaire for use with teacher candidates.
References
Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 13-22.
Navigating the Teacher-to-Researcher Transition: A Model of Therapeutic Self-Study for Emerging Education Scholars
The transition from classroom teaching to education scholarship involves a shift in one’s professional culture and worldview (Labaree, 2003). Yet extant literature offers few strategies for coping with the complexities of this transition. I examine the teacher-to-researcher transition through a review of relevant literature from the field of education as well other social science research addressing the issues of career transition, identity conflict, and liminality. Self-study emerges as a means to aid emerging scholars in managing the emotional and intellectual challenges of the teacher-to-researcher transition while illuminating and refining the values and goals that guide their work. I present a model for self-study based on an iterative process of reflexive journaling and self-evaluation. The self-evaluation component of this model utilizes a self-perception questionnaire, which may be adapted to any emerging scholar’s individual needs and circumstances. This questionnaire serves as a quantitative data collection tool and as a device for monitoring one’s progress and areas of concern. I discuss lessons learned from my own self-study through which this model emerged. Finally, I suggest that an adapted version of this model may be useful in teacher education. I provide strategies for integrating self-study into existing teacher education programs, and I offer specific recommendations for adapting the self-perception questionnaire for use with teacher candidates.
References
Labaree, D. F. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32(4), 13-22.
