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Getting abstracted: teacher educators as research writers

Kamler, Barbara 2003, Getting abstracted: teacher educators as research writers, in Teachers as leaders: teacher education for a global profession, International Council on Education for Teaching, Wheeling, IL, pp. 1-10.

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Title Getting abstracted: teacher educators as research writers
Author(s) Kamler, Barbara
Conference name World Assembly of the International Council on Education for Teaching (48th : 2003, Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 20 - 25 July 2003
Title of proceedings Teachers as leaders: teacher education for a global profession
Editor(s) Townsend, T.
Publication date 2003
Start page 1
End page 10
Publisher International Council on Education for Teaching
Place of publication Wheeling, IL
Summary While the term 'early career' researcher, is a familiar identity label within competitive Australian Research Council grant writing and bidding, it is a strange appellation in Australian Faculties of Education, where many early career academics have, in fact, carried out successful professional careers in education for 10-15 years before they embark on mid-career doctoral work. In this sense, they are more mid than early career. While they are not novices, however, they are often positioned as beginners with regard to accessing the journal, conference and other discourse communities of the academy. This paper explores the tensions and anxieties experienced by mid-career researchers in teacher education as they begin to publish from their dissertations and extend the audience for their doctoral work. It focuses on the writing of abstracts, which it is argued is a rich site for both text work and identity work and a practice which goes beyond technique to questions of identity and the promotional economies of academic work.
Notes Reproduced with the specific permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2003, ICET
Persistent URL http://hdl.handle.net/10536/DRO/DU:30005023

Document type: Conference Paper
Collections: School of Social and Cultural Studies in Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.