The Professional Identity of Adjunct Faculty: Exploratory Study at a Private University in the UAE

Autor/in	Masri, Taghreed Ibrahim
Titel	The Professional Identity of Adjunct Faculty: Exploratory Study at a Private University in the UAE
Quelle	In: English Language Teaching, 11 (2018) 10, S.16-29 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Professional Identity; Adjunct Faculty; Private Colleges; Teacher Attitudes; Foreign Countries; Professionalism; Reputation; Faculty Development; College Faculty; Peer Relationship; Teacher Student Relationship; United Arab Emirates + Suchen Sie Ihr Suchwort? Privathochschule; Lehrerverhalten; Ausland; Professionalität; Fakultät; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Vereinigte Arabische Emirate
Abstract	Professional identity has recently made its way as a concept that has become a central theme in teachers' professionalism. However, adjunct faculty professional identity and development have not been given enough interest in literature despite their increasing contribution in higher education. The purpose of this study was to assess adjuncts' perceptions of their identity. It also aimed to examine what institutional professional development they receive and the effect of its presence or absence on their professional identity. Four semi-structured interviews were conducted with four adjunct faculty in the Department of Writing Studies at a university in the UAE. Results showed that adjunct faculty have dilemma making sense of their professional selves due to being perceived differently by their students, colleagues, administrators and themselves. Results also showed that adjuncts are vulnerable, insecure, and embarrassed to declare their identity to their students. In addition, findings revealed that they do not get institutional professional development opportunities that they need and that ignoring their professional development threatens the quality of teaching and the reputation of the institution they work in. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01