Exercising professional autonomy: Doctoral students’ preparation for academic careers
Exercising professional autonomy: Doctoral students’ preparation for academic careers
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行使专业自主权：博士生为学术生涯做好准备
DOI：
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发表时间：
2018
影响因子：
1.1
通讯作者：
Dia N. R. Sekayi
中科院分区：
文献类型：
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作者：
A. Strong;Dia N. R. Sekayi
目的
这项研究的目的是考察博士生如何为学术生涯做准备，特别是在整个博士课程的背景下，通过教学专业发展。对于追求学术职位的博士生来说，论文过程提供了一条发展他们作为独立研究人员的技能和身份的途径。然而，研究表明，有必要为学生的教学专业发展提供支持，并了解他们是如何被塑造成教育工作者和研究人员的。
设计/方法/方法
设计了一种多案例研究方法，以捕捉一所大型公立大学学术生涯准备项目的21名校友的看法和经历。在这项探索性的定性研究中，使用改进的分析归纳法分析了半结构化访谈和项目课程的期末报告。
发现
本研究运用自主性理论和过渡性理论来解释博士生进入和通过所研究的指导性专业发展计划的过渡性。参与者通过参加这个自愿和补充计划来寻求他们在教学中的能力。这些学生在追求职业发展的过程中行使了自主权，并以非支持性课程结构(包括课程和教师)的形式克服了与关系有关的挑战。
原创性/价值
这项研究有助于研究博士生在准备和过渡到未来学术生涯时的经历的研究生教育文献。
Purpose
The purpose of this study is to examine how doctoral students navigate preparing for an academic career, particularly through instructional professional development, in the context of the entire doctoral program. For doctoral students pursuing an academic position, the dissertation process provides one avenue for developing their skills and identities as independent researchers. Yet, research shows a need to provide support for student’ instructional professional development and to understand how they are shaped into educators and researchers.
Design/methodology/approach
A multiple case study methodology was designed to capture the perceptions and experiences of 21 alumni of an academic career preparation program at a large, public university. In this exploratory, qualitative study, semi-structured interviews and final reports from program coursework were analyzed using a modified analytic induction methodology.
Findings
This study employs elements of self-determination theory and transition theory to interpret doctoral students’ transitions into and through the instructional professional development program under study. The participants sought competence in their teaching by participating in this voluntary and supplemental program. These students exercised autonomy in the pursuit of this professional development and in overcoming challenges to relatedness in the form of non-supportive program structures, including curriculum and faculty.
Originality/value
This study contributes to the graduate education literature on the experiences of doctoral students as they prepare for and transition into their future academic careers.