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This multi-disciplinary collection addresses issues relating to current or former practitioners within the context of higher education. Drawing together a range of voices, the contributors explore contemporary issues organised around three core themes of pracademic identities, professional development, and teaching practice. Underpinned by theoretical frameworks, reporting empirical findings, and adopting a reflective lens, this critical examination draws on a range of experiences to provide a deeper understanding of the contribution of pracademics within the sector for stakeholders, including leaders, policy makers and professional bodies, and current and future pracademics. Dedicated to highlighting the potential of the pracademic contribution, this collection explores key topics including building networks, practice-informed teaching, consultancy, and collaborative research. Contributions investigate some of the practical barriers faced by pracademics making the transition into higher education, including imposter syndrome, cultural adjustment, and managing dual professional identities. The aim of this collection is to champion the benefits of a diverse academy for everyone involved.

Education, Higher. --- Professional education. --- Vocational education. --- Career education. --- Education and state. --- Higher Education. --- Professional and Vocational Education. --- Career Skills. --- Education Policy. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Government policy --- Educació superior --- Professors universitaris --- Professors en pràctiques --- Orientació professional

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This open access book reflects on academic life under a neoliberal regime. Through collaborative autoethnographies, the authors share stories about the everyday experiences, dilemmas and conflicts of three academics: the struggle for promotion, teaching’s challenges, the race to publish, confronting bureaucracy and institutional politics, as well as the resulting emotional stress. These stories reveal the impact of neoliberal culture on ideological, economic, social, collegial, and emotional integrity which are integral to academics’ lives today. But along with the challenges, the authors present their vision of hope, and transformation through academic solidarity - and for the silenced voices to be heard, inside academia and beyond it. This is an open access book.

Sociologia de l'educació --- Neoliberalisme --- Professors universitaris --- Professors d'universitat --- Professors --- Catedràtics --- Professores universitàries --- Rectors d'universitat --- Liberalisme --- Pensament únic --- Educació i societat --- Educació i sociologia --- Problemes socials en l'educació --- Sociologia educativa --- Sociologia escolar --- Sociologia pedagògica --- Educació --- Sociologia --- Entorn escolar --- Entorn universitari --- Adaptació escolar --- Comunitat i escola --- Finalitats de l'educació --- Pedagogia social --- Psicologia pedagògica --- Psicologia social --- College teachers --- Educational sociology. --- Social conditions. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- College teachers' socio-economic status --- Aims and objectives --- Academic marketplace --- Neoliberalism --- Resistance Writing --- Collective biographies --- Feminist Methodologies --- Autoethnography in higher education --- Open Access

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This open access book explores how educational researchers working at the edges of innovations in languages and literacies, leadership, assessment, social and cultural transformation, and pedagogies rethink the educational turn in new sites. It engages with the Scholarship of Teaching and Learning (SoTL) for educational researchers to redefine ways of knowing about learning post-COVID and deepen collective understanding of student learning and teaching for next practices to emerge. This book extends the theoretical and practical aspects of the educational turn across multiple contexts as SoTL. It is grounded in a field of practice and ways of knowing, outlining key intellectual principals, and set against specific examples from research. The chapters reference an understanding of the pedagogical implications of the ‘educational turn’, utilise a broad range of theory and concepts, and explore potential implications for education and next practices.

Education, Higher. --- Teachers—Training of. --- School management and organization. --- School administration. --- Educational technology. --- Education—Research. --- Higher Education. --- Teaching and Teacher Education. --- Organization and Leadership. --- Digital Education and Educational Technology. --- Educational Research. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Aids and devices --- Inspection --- Management and organization --- Educació superior --- Formació del professorat --- Investigació --- Professors universitaris

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Professors --- Minories --- Interseccionalitat (Sociologia) --- Educació intercultural --- Atenció a la diversitat --- Diversitat (Educació) --- Educació en la diversitat --- Educació interètnica --- Educació multicultural --- Educació pluricultural --- Interculturalisme --- Pedagogia intercultural --- Aculturació --- Relacions racials --- Educació per a la pau --- Ensenyament multilingüe --- Interdisciplinarietat en l'ensenyament --- Relacions ètniques --- Teoria de la interseccionalitat (Sociologia) --- Sociologia --- Grups minoritaris --- Minories ètniques --- Minories racials --- Diàspora jueva --- Discriminació racial --- Minories religioses --- Minories sexuals --- Principi de nacionalitat --- Assimilació (Sociologia) --- Autodeterminació nacional --- Discriminació --- Integració social --- Orientació transcultural --- Reivindicacions socials --- Docents --- Ensenyants --- Mestres d'educació secundària obligatòria --- Personal docent --- Dones mestres --- Mestres --- Participació dels professors --- Professors d'economia --- Professors d'educació física --- Professors de ciències --- Professors de dret --- Professors de geografia --- Professors de llengua --- Professors de matemàtica --- Professors de música --- Professors en pràctiques --- Professors novells --- Professors universitaris --- Actituds dels professors --- Educadors --- Formació del professorat --- Formadors --- Psicòlegs escolars --- Premsa ètnica --- Intersectionality (Sociology) --- Intersection theory (Sociology) --- Sociology --- Professors de dansa

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This book examines agentic approaches by which teacher educators navigate a highly regulated environment. It investigates how teacher educators are responding to such regulation by employing approaches such as exploratory and case study research designs. This book analyzes qualitative and quantitative data to understand the diverse, innovative and critical perspectives of teacher educators who are guided by state and federal level initiatives to enhance the quality Initial Teacher Education (ITE) programs. Prominent educational theoretical perspectives are also used in this book to inform data analysis and to illuminate the empirically based findings. This book showcases research-informed insights for the global education community from leading researchers from across a number of teacher education institutions, locally and otherwise. By adopting an ‘activist’ approach, this book positions teacher educators’ research and contribution to the field as agentive and pro-active.

Education and state. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- Política educativa --- Professors --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Docents --- Ensenyants --- Mestres d'educació secundària obligatòria --- Personal docent --- Dones mestres --- Mestres --- Participació dels professors --- Professors d'economia --- Professors d'educació física --- Professors de ciències --- Professors de dansa --- Professors de dret --- Professors de geografia --- Professors de llengua --- Professors de matemàtica --- Professors de música --- Professors en pràctiques --- Professors novells --- Professors universitaris --- Actituds dels professors --- Educadors --- Formació del professorat --- Formadors --- Psicòlegs escolars --- Teachers --- Professional education. --- Vocational education. --- Education, Higher. --- Teaching and Teacher Education. --- Educational Policy and Politics. --- Professional and Vocational Education. --- Higher Education. --- Training of. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher --- Teacher education --- Teacher training --- Teachers, Training of