Contexts for teaching and the exercise of agency in early‐career academics: perspectives from realist social theory



Kahn, Peter ORCID: 0000-0003-1609-7540
(2009) Contexts for teaching and the exercise of agency in early‐career academics: perspectives from realist social theory. International Journal for Academic Development, 14 (3). pp. 197-207.

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Abstract

In this study, we investigate the interplay between context and agency for three early-career academics as they seek to develop their teaching. Our analysis is conducted in light of Archer’s realist social theory, framed by critical realism. We argue that it is possible to see ways in which Archer’s account of the interplay between structure and agency is evident in the practice of these academics, with the influence of contextual factors mediated by their concerns and reflexive deliberations. We thus open up a range of questions for further research and points of departure for the development of practice.

Item Type: Article
Additional Information: Published online 4 August, 2009. Part of Special Issue: Research and Development for Early Career Academics. Cite as: Peter Kahn (2009) Contexts for teaching and the exercise of agency in early‐career academics: perspectives from realist social theory, International Journal for Academic Development, 14:3, 197-207, DOI: 10.1080/13601440903106510
Uncontrolled Keywords: early-career academics, critical realism, realist social theory, initial professional development, agency, social structure
Subjects: ?? LB2300 ??
Divisions: Faculty of Health and Life Sciences > Tech, Infrastructure and Environmental Directorate
Depositing User: Symplectic Admin
Date Deposited: 02 Dec 2013 15:12
Last Modified: 16 Dec 2022 04:41
DOI: 10.1080/13601440903106510
Publisher's Statement : This is an Author's Accepted Manuscript of an article published in Peter Kahn (2009) Contexts for teaching and the exercise of agency in early‐career academics: perspectives from realist social theory, International Journal for Academic Development, 14:3, 197-207, DOI: 10.1080/13601440903106510 © Taylor & Francis 2009, available online at: http://www.tandfonline.com 10.1080/13601440903106510
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URI: https://livrepository.liverpool.ac.uk/id/eprint/14541