Doctoral Experience and Learning from a Sociocultural Perspective

Autor/in	Hopwood, Nick
Titel	Doctoral Experience and Learning from a Sociocultural Perspective
Quelle	In: Studies in Higher Education, 35 (2010) 7, S.829-843 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Doctoral Programs; Graduate Students; Learning Experience; Sociocultural Patterns; Teaching Experience; Student Journals; Editing; Mentors; Interpersonal Relationship; Reflective Teaching + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernerfahrung; Soziokulturelle Theorie; Studentenzeitung; Redaktion; Textbearbeitung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This article considers how and what doctoral students learn through teaching, student journal editing and academic career mentoring. It provides a grounded account of doctoral experience as a counter-narrative to prevailing policy discourses that focus on products and overlook the doctorate as a personal and social learning experience. Sociocultural theory is used to emphasise forms of agency and relationships between learning, practice and students' intentions. Students are presented as agentic in their purposeful engagement in particular activities, and in their response to challenges they encounter in those activities. Learning is described as embedded in particular practice contexts, culturally mediated and rooted in social interaction. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10