How do I know who I am? Academic professional development, peer support, and identity for practitioners who teach

Workplace preparation is increasingly part of university curricula and this has led to the appointment staff with professional practice expertise being appointed teach, who are experienced professionals yet HE novices. How do they make sense HE’s expectations begin reconcile their identity as educators credibility confers? The paper draws on sociocultural perspectives Communities Practice, framing development a process intertwined trajectories between different communities an individual involved with. It seeks illuminate affective impact socialisation experiences implications for academic development.