Transition from clinician to healthcare educator Helen Gough Programme Leader PgC Education in Academic and Practice settings/Professional Doctorate student Glasgow Caledonian University H.Gough@gcu.ac.uk

Introduction and presentation content Focus of study Early analysis Narrative thread: transition Laura’s story

Focus of study Study title An exploration of the experiences that influence the way in which experienced nurse teachers support student nurse teachers located in higher education Methodology Narrative Inquiry (Clandinin and Connelly 2000)

Narrative analysis in narrative inquiry phase 1- fieldtext gathering  - co-construction phase 2- developing a temporal narrative in negotiation with participants - co-composition phase 3 - developing a composite narrative that participants recognise - co-creation phase 4 - dialogue with literature and literary approach

narrative thread: transition Entry to a secondary profession / second order practice (Murray 2007) Different world Building confidence Being vulnerable Enabling support

phase 3 - developing a composite narrative that participants recognise - co-creation Laura’s story

phase 4 - dialogue with literature and literary approach Becoming a teacher of teachers (Murray 2005 : 73) “All the interviewees experienced entering HE from schools as a distinct and often stressful career change. Recurring feelings on entry to HE were of being ‘deskilled’, of finding teaching in HE a struggle and of ‘masquerading in HE’” I see myself as a teacher educator now (Murray 2011: 267) “All the interviewees viewed pre-service programmes as a demanding experience for student teachers, one in which many struggled to survive in school, and were in need of guidance and support to achieve success. There were many references to teacher educators roles in developing, challenging, supporting or facilitating their students learning”.

References Clandinin, D.J., Connelly, F.M. (2000) Narrative Inquiry: experience and story in qualitative research San Francisco : Jossey-Bass Murray, J. (2005) Re-addressing the priorities: new teacher educators and induction into higher education, European Journal of Teacher Education, 28:1, 67-85, Murray, J. (2007) Countering insularity in teacher education: academic work on pre‐service courses in nursing, social work and teacher education Journal of Education for Teaching, International research and pedagogy 33:3 Murray, J. (2011) Teacher educators' identities and work in England at the beginning of the second decade of the twenty-first century Journal of education for teaching 37: 3 261-277: T