Teaching-only academics now constitute a significant proportion of the academic staff in UK higher education. This thesis is a three-part study in which I sought to contribute to a more indepth understanding of the teaching-only academic role. I did this through an investigation of the career trajectories, perceptions, work-related experiences and academic identity constructions of teaching-only academics working in a research-intensive institution in the UK. In the first part of the study I carried out a systematic review of the literature on teaching-only academics in the UK, Australia and Canada. In the second part of the study I investigated the virtual identity of teaching-only academics at the UK research-intensive institution. I did this by undertaking an analysis of how these teaching-only academics self-represented and projected themselves on their institutional webpages. In the third part of the study I carried out a life-history analysis of senior teaching-only academics in the engineering faculty of the case study institution. A principal finding from this thesis, which is collaborated across all the three parts of the study, is that the teaching-only academic role is a non-homogeneous role comprising individuals who come from different backgrounds, have followed different career trajectories into the role, and have different academic identities. Findings from this thesis also suggest that whilst teaching-only academics were introduced as an institutional response to the demands of the RAE/REF, the very act of creating the role has further exacerbated the separation between research and teaching, and between undergraduate and postgraduate teaching. Specifically, undergraduate teaching within the case study engineering department now tends to be the responsibility of teaching-only academics, with research-and-teaching academics increasingly focussing on research and postgraduate teaching. This separation has implications for research-led teaching, particularly in research-intensive institutions. The thesis also reveals that despite the pre-eminence of research, teaching remains important within the university, and individuals on the teaching-only academic role are able to accumulate substantial, and valued, teaching-related academic capital. This capital, in turn, is enabling them to secure and advance their positions within the same institution, and to pursue career advancement through seeking employment in other higher education institutions.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-01T13:55:05Z No. of bitstreams: 1 Diana Patricia Gomes de Almeida.pdf: 1647565 bytes, checksum: 811e9133f2f881ebdc973fdb07d83891 (MD5) / Made available in DSpace on 2016-11-01T13:55:05Z (GMT). No. of bitstreams: 1 Diana Patricia Gomes de Almeida.pdf: 1647565 bytes, checksum: 811e9133f2f881ebdc973fdb07d83891 (MD5) Previous issue date: 2011-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In order to envision improvements in the quality of education and to systematize the scientific production in the Northeast in Teaching Science and Mathematics, there is the Project Centre of Education (POE), comprising the Federal Rural University of Pernambuco (UFRPE), Federal University of Rio Grande North (UFRN) and the State University of Paraiba (UEPB) and their Graduate Program. We are part of this project and hope that the masters of the Post-graduate in Science Teaching (PPGEC) of the Federal Rural University of Pernambuco (UFRPE) to get out of this program is in congruence with their conceptions with new trends in teaching the sciences, emphasizing that a reflective practitioner / researcher should be able to analyze and evaluate their own practice, improving their practice in order to train more people to think critically and reflectively. In this sense, this study aims to analyze the social representations of the graduates of the Post-Graduate School of Science, University of Pernambuco Federal Rural Teacher in order to understand the factors that contribute to strengthening the identity of the teacher as researcher's own practice. The theoretical reference is based on Social Representation Theory developed by Serge Moscovici, complemented by the Central Nucleus Theory of Jean-Claude Abric. We brought a discussion on the construction of teacher identity (PEPPER and ANASTASIO, 2005; NÓVOA, 1995; GRANDIN, 2008; MORAES, 2000). We also brought a discussion of Reflective/Researcher Teacher (Schon, 1992; BASTOS and NARDI, 2008; and SOUZA LOPES, 2007; PEPPER and ANASTASIO, 2005). The methodology is based on a plural methodological approach. We used three methodological tools to collect data. The first is a Socio-Cultural Survey, the second is the Summoning Hierarchical Test and the third is the classification of dissertations, built on the CEDOC descriptors. The research led to the identification and analysis of social representations of 11 subjects who entered the program in 2002 PPGEC to those who defended their dissertations in 2009. For data analysis, we seek help of the software Evov2000, document analysis and content and process of categorization of words. The results revealed that the social representation of teachers, even showing traces of an ambiguous conception of meaning, rooted in the words dedication and responsibility, bringing the idea that words are more rooted to the history and culture teaching, indicating that the representation is a more traditional shows, more strongly, that their social representations, mostly, are permeated by a socio-constructive tendency, rooted in the words as Educator and Mediator. The word assessment, although it was a term that appeared as a fringe element, showed that the subjects are beyond the reductionist view of the evaluation process with an emphasis on understanding and awareness, revealing that his views are in congruence with the new trends of Teaching Science. / No intuito de vislumbra melhoria na qualidade da educação e de sistematizar a produção científica do Nordeste em Ensino de Ciências e Matemática, surge o Projeto Observatório da Educação (POE), composto pela Universidade Federal Rural de Pernambuco (UFRPE), Universidade Federal do Rio Grande do Norte (UFRN) e a Universidade Estadual da Paraíba (UEPB) e seus respectivos Programas de Pós-graduação. Fazemos parte deste projeto e esperamos que os mestrandos do programa de Pós-graduação em Ensino de Ciências (PPGEC) da Universidade Federal Rural de Pernambuco (UFRPE) ao sair do referido programa esteja com suas concepções em congruência com as novas tendências para o ensino das ciências, enfatizando que um profissional Reflexivo/Pesquisador deve ser capaz de analisar e avaliar sua própria prática, aprimorando sua prática pedagógica no sentido de formar cada vez mais pessoas que pensem de forma crítica e reflexiva. Nesse sentido, este estudo tem o objetivo de analisar as Representações Sociais dos egressos do Programa de Pós-Graduação em Ensino de Ciências da Universidade Federal Rural de Pernambuco sobre Professor, de modo a compreender os fatores que contribuem para o fortalecimento da identidade do professor enquanto pesquisador de sua própria prática. O aporte teórico de referência é baseado na Teoria das Representações Sociais desenvolvida por Serge Moscovici, sendo complementada pela Teoria do Núcleo Central de Jean-Claude Abric. Trouxemos uma discussão sobre a construção da identidade docente (PIMENTA e ANASTASIOU, 2005; NÓVOA, 1995; GRANDIN, 2008; MORAES, 2000). Trouxemos também uma discussão sobre Professor Reflexivo/Pesquisador (SCHÖN, 1992; BASTOS e NARDI, 2008; SOUZA e LOPES, 2007; PIMENTA e ANASTASIOU, 2005). A metodologia do estudo se baseia numa abordagem Plurimetodológica. Utilizamos três instrumentos metodológicos para coletar os dados. O primeiro é um Questionário Sócio-Cultural, o segundo é o Teste de Evocação Hierarquizada e o terceiro é a classificação das dissertações, construída com base nos descritores do CEDOC. A pesquisa levou à identificação e análise das representações sociais de 11 sujeitos que ingressaram no programa PPGEC no ano de 2002 até os que defenderam suas dissertações no ano de 2009. Para a análise dos dados, buscamos auxílio do software Evov2000, análise documental e de conteúdo e no processo de categorização das palavras. Os resultados revelaram que a representação social sobre Professor, mesmo apresentando resquícios de uma concepção ambígua de sentido, pautadas nas as palavras dedicação e responsabilidade, trazendo a ideia de que as palavras estão mais arraigadas à história e à cultura docente, indicando que a representação é uma representação mais tradicional, evidencia, mais fortemente, que suas representações sociais, na sua maioria, são permeadas por uma tendência sócio-construtiva, pautadas nas palavras como Educador e Mediador. A palavra avaliação, embora tenha sido um termo que apareceu como elemento periférico, evidenciou que os sujeitos estão além da visão reducionista do processo avaliativo com ênfase na compreensão e na conscientização, revelando-nos que suas concepções estão em congruência com as novas tendências do Ensino das Ciências.