NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ980234
Record Type: Journal
Publication Date: 2012-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1474-0222
Trouble in Mind: Supporting the Transition to Graduate Research in English
Kelly, Frances; Russell, Marcia; Wallace, Lee
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v11 n4 p418-433 Oct 2012
This article considers the ways in which entry-level graduate students in the discipline of English begin to understand themselves as researchers within a particular disciplinary formation. Analysing data from student and staff reflections on the experience of undertaking a supervised research project, we argue that the ontological shifts and identity transformations that occur at doctoral level are also observable in the transition from undergraduate coursework to graduate research but only in the right conditions. We compare participant accounts of two supervised research projects that, although offered within the framework of a single fourth-year unit, created very different opportunities for transformative learning. This comparison of graduate research experiences raises a number of questions about threshold concepts in English and cognate disciplines, particularly those that have been transformed by the encounter with theory.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand