Connecting with the theme of the PIM: Learner Identity: Managing Transitions, the first of the new ResTES programme has considered the multifarious relationships between scholarship and practitioner identity. The event has considered what scholarship is (and could be) and where practitioner scholarship is situated in relation to cognate terms such as research and professional development. In addition, it has reflected on how practitioner identity is shaped by, and also shapes, scholarship. Particular attention is given to exploring the affordances and constraints of scholarship for practitioners: the material conditions in which practitioners work; the many different conceptions of what it means to be an EAP practitioner; what it means to work in a university; and the expectations that are expressed about and for the practitioner by the profession, discipline, and university.
Each of the three presenters has offered short narrative accounts of the salience of scholarship to their professional identities, their struggles to engage with scholarship (as well as successes), and their personal perspectives on the role of scholarship in EAP.
Above all, this event has provided discussion and debate with all participants on the issue of scholarship and identity. Key objectives of this ResTES event are to share ways of conducting scholarship, to make scholarship public, and to explore ways of conducting scholarship collegially and cross-institutionally.
Bee Bond, University of Leeds
Alex Ding, University of Leeds
Jayne Pearson, University of Westminster
Read more about each of the presenters here.
21 people are attending Practitioner Identity: Managing Transitions to Scholarship (BALEAP ResTES)