Sentence examples for teaching identity from inspiring English sources

It is perhaps unsurprising then that the community of science itself does not generally assume that a research identity and a teaching identity can coexist within the same individual.

In the process of embracing a teaching identity, budding scientists potentially risk their status as researchers, as well as their professional identities, status, and even membership within the scientific community.

A second tension point between maintaining one's professional identity and participating in pedagogical change is that embracing a teaching identity as part of one's scientific professional identity can be perceived as a liability and something to be hidden.

By better integrating teaching within the current structure of scientific training, one could provide the next generation of scientists with a better foundation and skill set and also foster a teaching identity as part of their professional identities.

If biology faculty are potentially entrenched in a professional identity grounded in a research identity to the exclusion of a teaching identity, then it would behoove us, as a community, to consider the possibility that professional identity could undercut all our efforts centered on the "big three" change strategies.

As graduate students interested in teaching, we call attention to the need for a national dialogue regarding development of GTA teaching identities.

The first tension point between professional identity and pedagogical change efforts is that scientists are trained in an atmosphere that defines their professional identities primarily as research identities to the exclusion of teaching identities.

Even biologists who have strong teaching identities and are well aware of more effective ways to present findings choose, for whatever reason (professional culture? professional identity?), not to employ evidence-based teaching and communication methods in the venue of a scientific conference.

Many scientific trainees and current faculty may want careers that involve a balance of both, and the perception that they need to choose one or the other makes it even harder for them to adopt teaching identities without feeling they must sacrifice their research identities, which are likely their primary source of professional status.

There are anyway problems with using history to teach "identity".

Growing up Orthodox, I was taught identity was something to proclaim and be proud of no matter what.