Things fall apart so they can fall together?

Uncovering the hidden side of writing a teaching award application

Coralie McCormack, Thea Vanags, Robyn Prior

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Teaching awards are now common practice in higher education. However, few award applicants and their writing guides have investigated their experience of writing a teaching award application, a writing process recognised as different from that required in research publication. To systematically research and analyse their personal experiences two successful Australian Learning and Teaching Council Citation applicants (Robyn and Thea) and their guide (Coralie) undertook a process of self-inquiry from an autoethnographic perspective. This paper presents a narrative constructed by Coralie, Robyn and Thea to bring into one story their individual autoethnographies. This collective narrative takes the reader beyond the scholarly discussions of benefits and concerns about teaching award schemes prominent in the literature to date, to uncover a previously hidden view of award application writing. From this new viewpoint writing a teaching award application is seen as a process which moves the applicant from a position of certainty and comfort (‘homeliness’), through a period where ‘things fall apart’ as the applicant's sense of ‘unhomeliness’ (disorientation and confusion) increases, to a time where ‘things fall together’ as a newfound sense of ‘homeliness’ that represents growth in the individual as a teacher and a writer. Applicants develop a clearer understanding of their strengths and weaknesses as educators and the confidence to challenge their previous pedagogical practices. As writers they develop attitudes and skills to recognise and to set aside familiar, but limiting, writing strategies.
Original languageEnglish
Pages (from-to)935-948
Number of pages14
JournalHigher Education Research and Development
Volume33
Issue number5
DOIs
Publication statusPublished - 2014

Fingerprint

applicant
Teaching
writer
disorientation
narrative
experience
confidence
educator
teacher
learning
education

Cite this

@article{a61fd7e35b874b8d8d6b414ad0ac7409,
title = "Things fall apart so they can fall together?: Uncovering the hidden side of writing a teaching award application",
abstract = "Teaching awards are now common practice in higher education. However, few award applicants and their writing guides have investigated their experience of writing a teaching award application, a writing process recognised as different from that required in research publication. To systematically research and analyse their personal experiences two successful Australian Learning and Teaching Council Citation applicants (Robyn and Thea) and their guide (Coralie) undertook a process of self-inquiry from an autoethnographic perspective. This paper presents a narrative constructed by Coralie, Robyn and Thea to bring into one story their individual autoethnographies. This collective narrative takes the reader beyond the scholarly discussions of benefits and concerns about teaching award schemes prominent in the literature to date, to uncover a previously hidden view of award application writing. From this new viewpoint writing a teaching award application is seen as a process which moves the applicant from a position of certainty and comfort (‘homeliness’), through a period where ‘things fall apart’ as the applicant's sense of ‘unhomeliness’ (disorientation and confusion) increases, to a time where ‘things fall together’ as a newfound sense of ‘homeliness’ that represents growth in the individual as a teacher and a writer. Applicants develop a clearer understanding of their strengths and weaknesses as educators and the confidence to challenge their previous pedagogical practices. As writers they develop attitudes and skills to recognise and to set aside familiar, but limiting, writing strategies.",
keywords = "autoethnography, teacher identity, teaching awards, teaching excellence, unhomeliness, writing strategies",
author = "Coralie McCormack and Thea Vanags and Robyn Prior",
year = "2014",
doi = "10.1080/07294360.2014.890569",
language = "English",
volume = "33",
pages = "935--948",
journal = "HERDSA Review of Higher Education",
issn = "0729-4360",
publisher = "Routledge",
number = "5",

}

Things fall apart so they can fall together? Uncovering the hidden side of writing a teaching award application. / McCormack, Coralie; Vanags, Thea; Prior, Robyn.

In: Higher Education Research and Development, Vol. 33, No. 5, 2014, p. 935-948.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Things fall apart so they can fall together?

T2 - Uncovering the hidden side of writing a teaching award application

AU - McCormack, Coralie

AU - Vanags, Thea

AU - Prior, Robyn

PY - 2014

Y1 - 2014

N2 - Teaching awards are now common practice in higher education. However, few award applicants and their writing guides have investigated their experience of writing a teaching award application, a writing process recognised as different from that required in research publication. To systematically research and analyse their personal experiences two successful Australian Learning and Teaching Council Citation applicants (Robyn and Thea) and their guide (Coralie) undertook a process of self-inquiry from an autoethnographic perspective. This paper presents a narrative constructed by Coralie, Robyn and Thea to bring into one story their individual autoethnographies. This collective narrative takes the reader beyond the scholarly discussions of benefits and concerns about teaching award schemes prominent in the literature to date, to uncover a previously hidden view of award application writing. From this new viewpoint writing a teaching award application is seen as a process which moves the applicant from a position of certainty and comfort (‘homeliness’), through a period where ‘things fall apart’ as the applicant's sense of ‘unhomeliness’ (disorientation and confusion) increases, to a time where ‘things fall together’ as a newfound sense of ‘homeliness’ that represents growth in the individual as a teacher and a writer. Applicants develop a clearer understanding of their strengths and weaknesses as educators and the confidence to challenge their previous pedagogical practices. As writers they develop attitudes and skills to recognise and to set aside familiar, but limiting, writing strategies.

AB - Teaching awards are now common practice in higher education. However, few award applicants and their writing guides have investigated their experience of writing a teaching award application, a writing process recognised as different from that required in research publication. To systematically research and analyse their personal experiences two successful Australian Learning and Teaching Council Citation applicants (Robyn and Thea) and their guide (Coralie) undertook a process of self-inquiry from an autoethnographic perspective. This paper presents a narrative constructed by Coralie, Robyn and Thea to bring into one story their individual autoethnographies. This collective narrative takes the reader beyond the scholarly discussions of benefits and concerns about teaching award schemes prominent in the literature to date, to uncover a previously hidden view of award application writing. From this new viewpoint writing a teaching award application is seen as a process which moves the applicant from a position of certainty and comfort (‘homeliness’), through a period where ‘things fall apart’ as the applicant's sense of ‘unhomeliness’ (disorientation and confusion) increases, to a time where ‘things fall together’ as a newfound sense of ‘homeliness’ that represents growth in the individual as a teacher and a writer. Applicants develop a clearer understanding of their strengths and weaknesses as educators and the confidence to challenge their previous pedagogical practices. As writers they develop attitudes and skills to recognise and to set aside familiar, but limiting, writing strategies.

KW - autoethnography

KW - teacher identity

KW - teaching awards

KW - teaching excellence

KW - unhomeliness

KW - writing strategies

UR - http://www.scopus.com/inward/record.url?scp=84919876810&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/things-fall-apart-so-fall-together-uncovering-hidden-side-writing-teaching-award-application

U2 - 10.1080/07294360.2014.890569

DO - 10.1080/07294360.2014.890569

M3 - Article

VL - 33

SP - 935

EP - 948

JO - HERDSA Review of Higher Education

JF - HERDSA Review of Higher Education

SN - 0729-4360

IS - 5

ER -