Doctoral student experience in Education:Activities and difficulties influencing identity development
Doctoral student experience in Education:Activities and difficulties influencing identity development
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博士生教育经历：影响身份发展的活动和困难
DOI：
10.1108/1759751x201100007
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发表时间：
2009
影响因子：
2.5
通讯作者：
N. Hopwood
中科院分区：
文献类型：
--
作者：
L. McAlpine;Marian Jazvac;N. Hopwood
本文探讨了教育博士生描述的事件或活动的变化，这些事件或活动有助于他们成为学术界或属于学术界的感觉，以及他们所经历的困难。结果（主要是在加拿大的研究密集型大学的学生，虽然有一些在英国大学）显示，丰富的变化，在多个形成的活动，经验丰富，有助于发展身份作为一个学术，与许多谎言以外的正式和半正式方面的博士学位。然而，与此同时，学生们报告说，在他们经常发现对他们的身份发展具有重要意义和积极意义的各种活动中存在紧张关系。我们认为，这种分析提供了急需的见解，累积的日常活动在学术身份的发展中的形成作用。
This paper explores variation in the events or activities Education doctoral students describe as contributing to their feeling of being an academic or belonging to an academic community as well as difficulties they experience. The results (drawing principally on students in a Canadian research‐intensive university though with some in a UK university) demonstrate a rich variation in multiple formative activities that are experienced as contributing to a developing identity as an academic, with many lying outside formal and semi‐formal aspects of the doctorate. Yet, at the same time students report tensions in the very sorts of activities they often find significant and positive in the development of their identity. We see this analysis as offering much‐needed insights into the formative role of cumulative day‐to‐day activities in the development of academic identity.