From Skepticism to Scholarship: Learning and Living Self-Study Research in a Doctoral Seminar

Autor/inn/en	Gregory, Kristen H.; Diacopoulos, Mark M.; Branyon, Angela; Butler, Brandon M.
Titel	From Skepticism to Scholarship: Learning and Living Self-Study Research in a Doctoral Seminar
Quelle	In: Studying Teacher Education, 13 (2017) 3, S.257-274 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gregory, Kristen H.) ORCID (Diacopoulos, Mark M.) ORCID (Branyon, Angela) ORCID (Butler, Brandon M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2017.1365702
Schlagwörter	Teacher Education Programs; Doctoral Programs; Seminars; Graduate Students; Self Evaluation (Individuals); Autobiographies; Journal Writing; Reading Assignments; Student Research; Teacher Educators; Professional Identity; Inquiry; Documentation; Reflection; Cooperation; Trust (Psychology); Virginia + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Seminar; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Autobiography; Autobiografie; Autobiographie; Zeitschriftenaufsatz; Studentenforschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Dokumentation; Co-operation; Kooperation
Abstract	Teacher education doctoral seminars can provide a space for students to collaborate, reflect and support each other as they transition from teacher to teacher educator. These spaces also provide a forum for the learning of new research methodologies. This collaborative self-study chronicles how one group of doctoral students learned self-study research and fostered a scholarly identity in a doctoral seminar focused on learning about teacher education practices through self-study research. The participants shared autobiographies, journals, and critical summaries of assigned readings, and they questioned each other's understanding and development in the context of their shared experiences. Through this process, they overcame concerns regarding self-study as they developed their understanding of the components of self-study research and accepted their new role as self-study researchers. This study provides insights into the benefits of using doctoral seminars as a space to develop a scholarly identity and for using that space as a source of investigation. Implications for similar communities are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01