NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1148695
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2167-4779
EISSN: N/A
Exploring Doctoral Student Identity Development Using a Self-Study Approach
Foot, Rachel; Crowe, Alicia, R.; Tollafield, Karen Andrus; Allan, Chad Everett
Teaching & Learning Inquiry, v2 n1 p103-118 2014
The doctoral journey is as much about identity transitions as it is about becoming an expert in a field of study. However, transitioning from past and professional lives and identities to scholarly identities is not an easy process. Three doctoral students at various stages of completion engaged in self-study research to explore their emerging identities as doctoral student practitioners. Drawing on self-study and doctoral student identity research, as well as findings from our individual analyses, we explore how self-study can be used as an authentic and positive experience to help doctoral students understand their scholarly identity development. After describing the benefits of self-study research for doctoral student success, we provide practical guidelines for how to implement self-study research into existing doctoral programs.
University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A