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ERIC Number: EJ1047747
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0307-5079
Pedagogic Relations and Professional Change: A Sociocultural Analysis of Students' Learning in a Professional Doctorate
Pratt, Nick; Tedder, Michael; Boyask, Ruth; Kelly, Peter
Studies in Higher Education, v40 n1 p43-59 2015
The Professional Doctorate has become an increasingly popular doctoral route. Research has tended to focus on outcomes and "impact" or on the epistemological nature of programmes and resulting student identities compared to other routes. This paper takes a different focus, examining the "process" through which students come to know about their professional practice via a Professional Doctorate in Education programme. It uses two cases, drawn from a wider, interpretive study of students' learning experiences, to illustrate the complex and differing pedagogic relations that students develop across multiple spaces. The analysis uses activity theory and elements of community of practice theory to understand the various practices of students, their interrelationship with "the programme" and the many factors that affect the way they can engage in "professional" doctoral study. The paper concludes with a discussion of potential implications for the organisation of Professional Doctorates as they relate to pedagogy.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A