Learning to Become Researching Professionals: The Case of the Doctorate of Education

Autor/in	Taylor, Alexis
Titel	Learning to Become Researching Professionals: The Case of the Doctorate of Education
Quelle	In: International Journal of Teaching and Learning in Higher Education, 19 (2007) 2, S.154-166 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Foreign Countries; Doctoral Programs; Researchers; Postsecondary Education as a Field of Study; Professional Education; Comparative Analysis; Interviews; Theory Practice Relationship; Epistemology; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Doktorandenprogramm; Researcher; Forscher; Berufsausbildung; Interviewing; Interviewtechnik; Theorie-Praxis-Beziehung; Erkenntnistheorie; Australien; Großbritannien
Abstract	This study investigates how learning to become a "researching professional" (Bourner, Bowden, & Laing, 2000) is understood by students undertaking a professional Doctorate of Education in one university in the United Kingdom (U.K.). This research is apposite given the present context for doctoral education both internationally and in the U.K. However, a literature review shows this is a relatively under-explored area. The study was designed within a phenomenological and descriptive/interpretive paradigm using case study methodology. Data was collected using semi-structured interviews with 12 students. The analysis was guided by research in other disciplines within higher education which has revealed qualitatively different conceptions of student learning. In this study, three ways of understanding learning to become a "researching professional" were identified: "conformity," "capability," and "becoming and being." Each is characterized by an internal relationship between how the learning context, research, and professional identity are understood. Each of these ways of understanding is discussed in relation to the literature. The complexity of professional learning at the highest level for students who are "on the cusp" between the university, the work context, and the profession is highlighted. Although no generalizations are made from this study, it may be useful to others in similar contexts as it highlights implications for university tutors regarding student learning. (Contains 2 tables.) (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10