An Analysis of Doctoral Students' Perceptions of Mentorship during Their Doctoral Studies

Autor/inn/en	Mazerolle, Stephanie M.; Bowman, Thomas G.; Klossner, Joanne C.
Titel	An Analysis of Doctoral Students' Perceptions of Mentorship during Their Doctoral Studies
Quelle	In: Athletic Training Education Journal, 10 (2015) 3, S.227-235 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Graduate Students; Doctoral Programs; Student Attitudes; Mentors; Socialization; Professional Development; Athletics; Trainers; Teacher Student Relationship; Telephone Surveys; Semi Structured Interviews; Credibility; Cooperation; Personal Autonomy; College Faculty; Qualitative Research; Demography; Measures (Individuals); Investment + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Schülerverhalten; Socialisation; Sozialisation; Leichtathletik; Ausbildungslehrer; Trainer; Teacher student relationships; Lehrer-Schüler-Beziehung; Telephone interview; Telefoninterview; Glaubwürdigkeit; Co-operation; Kooperation; Individuelle Autonomie; Fakultät; Qualitative Forschung; Demografie; Messdaten; Investments; Geldanlage; Investiton
Abstract	Context: Mentorship has been established as a key facilitator of professional socialization for athletic trainers into various professional roles. Understanding how current doctoral students are trained to serve in future faculty roles is critical, as there is an increased demand for athletic trainers to serve in this capacity. Objective: Gain an understanding of the relationship that develops between a doctoral student and the athletic training faculty mentor. Design: Qualitative study. Setting: Universities with athletic training doctoral students. Patients or Other Participants: Twenty-eight doctoral students (19 females, 9 males; average age = 28 ± 3 years) participated in our study. The doctoral students were certified for 6 ± 3 years and represented 5 different National Athletic Trainers' Association districts and 9 different universities. Main Outcome Measures: One-on-one telephone interviews following a semistructured script were recorded with all participants. Upon completion, each interview was transcribed and analyzed using a thematic approach. Peer review, multiple analyst triangulation, and stakeholder checks ensured trustworthiness. Results: Three themes emerged from our thematic analysis procedure: (1) The relationship between the student and the faculty mentor needs to be one that is supportive, yet viewed as yielding "autonomy" and "collaboration"; (2) the relationship between the student and the faculty mentor needs to include opportunities for professional development specifically related to "skill acquisition" and "development" related to a future academic role; and (3) the relationship between the student and the faculty mentor must demonstrate a mutual "investment" in the educational experience. Conclusions: Mentoring is necessary to help ensure a quality experience for doctoral students preparing for future positions in higher education or research. Like previous research in socialization, doctoral students want autonomy in their roles, but value their mentor's feedback and support. Therefore, doctoral faculty mentors should demonstrate strong communication skills and provide doctoral students opportunities for diverse learning experiences. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01