"A Powerful Synergy": The Benefits and Challenges of Completing a Doctoral Program Part-Time While Teaching Full-Time

Autor/in	Nerlino, Erin
Titel	"A Powerful Synergy": The Benefits and Challenges of Completing a Doctoral Program Part-Time While Teaching Full-Time
Quelle	In: Studies in Graduate and Postdoctoral Education, 14 (2023) 3, S.259-275 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1108/SGPE-08-2022-0053
Schlagwörter	Doctoral Students; Part Time Students; English Teachers; Barriers; Student Attitudes; Student Experience; High School Teachers; Teaching Experience; Resistance (Psychology); Career Planning; Research and Development; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Part-time students; Teilzeitstudent; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Studienerfahrung; High school; High schools; Oberschule; Resistenz; Karriereplanung; Forschung und Entwicklung; Theorie-Praxis-Beziehung
Abstract	Purpose: The purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom. Design/methodology/approach: In this study, the author used autoethnography to examine the benefits and challenges she faced as a part-time doctoral student and full-time, public high-school English language arts teacher. Findings: The findings included that managing finite personal resources such as time and mental bandwidth constituted a challenge while simultaneously existing in both worlds created a unique perspective derived from the knowledge, ideas and events in each world constantly prompting reflection on the other. Additionally, benefits--the synergy between research and practice--and challenges--the frustration that occurred when potential crossover faced resistance--resulted from the cross-pollination between studying and teaching. Finally, inhabiting both worlds ended up changing the author's plans, raising questions about where to go upon finishing her degree. Originality/value: Scant research exists about part-time doctoral students in general, even less research exists on part-time students who work full-time in any profession, and even less broaches teachers' experiences teaching full time while in a doctoral program. Given the need for classroom realities to better inform research and policy, examining the possibilities regarding part-time doctoral programs for teachers holds potential for both practice and research to speak to one another. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01