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| Autor/in | Leshem, Shosh |
|---|---|
| Titel | Identity Formations of Doctoral Students on the Route to Achieving Their Doctorate |
| Quelle | In: Issues in Educational Research, 30 (2020) 1, S.169-186 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1837-6290 |
| Schlagwörter | Doctoral Students; Student Development; Professional Identity; Self Concept; Supervisor Supervisee Relationship; Foreign Countries; Student Motivation; Communities of Practice; Researchers; Israel; South Africa |
| Abstract | Research suggests that identity development is a crucial dimension of the doctoral student experience. This study explores what identity formations doctoral students exhibit in the doctoral journey and how these formations affect their experiences in the process of achieving a doctorate. The methodology employed was within the qualitative paradigm and adopted an inductive narrative approach to investigate the experiences of doctoral students. The article reinforces the claim that supervision is crucial to doctoral students' development of a professional scholarly identity. Its importance is inherent in better understanding the challenges and critical points of departure faced by doctoral students in the process of establishing themselves as academics. It brings to light the issue of supervisors' role in enhancing motivation and independence and also the role of academic communities in identity development of doctoral students. (As Provided). |
| Anmerkungen | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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