Abstract
ABSTRACT This paper uses an autoethnographic case study to analyse the difficulties inherent in the professional journey from bioscience researcher to research-informed, reflective bioscience teacher. This is viewed through a philosophy of becoming. The major demand placed upon the academic to achieve this transition is seen as the conscious adoption of a perspective that embraces epistemological pluralism – also described as post-abyssal thinking. This recognises the value of alternative epistemological views and the way they can contribute to professional development. An explicit recognition of this challenge may provide a tool to support bioscience researchers to become integrated academics and relieve some of the tensions that exist, for example between teaching and research.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
