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Being a mother, becoming a university teacher: traversing the terrain to knowing oneself
Book chapter   Peer reviewed

Being a mother, becoming a university teacher: traversing the terrain to knowing oneself

Rosa Bruce
Lived Experiences of Women in Academia: Metaphors, Manifestos and Memoir, pp.161-170
Routledge
2018
url
https://www.routledge.com/Lived-Experiences-of-Women-in-Academia-Metaphors-Manifestos-and-Memoir/Black-Garvis/p/book/9781138551121View
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Abstract

Higher Education
This narrative takes the reader through my journey of experiences and evolving identity as a University teacher, as a woman, as a mother, and as an occupational therapist. Contemporary learning-teaching literature discusses the need for authenticity in teaching at University level with adult learners (Jenkins, 2011). This poses the questions: What is authenticity in teaching? How does one become authentic in their teaching? How does one do this and maintain professionalism in teaching? To do this requires critical reflection of the effectiveness of learning both in life and teaching; further to an openness to explore one's own style of learning and teaching. In addition to this, the nature of adult learning and adult teaching requires concurrent thinking about development as a learner oneself, personal development, self-awareness as well as the content and technical skills of supporting learning and teaching. For me, a combination of internal, familial, and social experiences have influenced the desire to be involved in learning and teaching pursuits; both in and outside of workplace environments. An autoethnographical approach is used here to explore meaning through a phenomenological design of a single-case narrative to identify themes of influence, resulting from my experiences (Liamputtong, 2013).

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