Search results for: Doctoral programs
Page 1/2 13 items
The development of a teacher educator requires a sustained, systematic, and critical inquiry into one’s own practice. The purpose of this study was to explore how two doctoral students, in their first semester of doctoral study, understood how to do physical education teacher education in an introductory teaching method class, through the lens of socialization theory. This was a collaborative self-study using an interpretative phenomenological analysis. Three themes were identified. First, social justice and its sub-themes: (a) challenges in changing habited behaviors, (b) social justice issues embedded in the class material, and (c) understanding diversity, change, and the importance of adaptability. Second, practice-based teacher education and its two sub-themes: (a) alignment between theory and practice, and (b) core teaching practices. Third, adapting to the COVID-19 environment and sub-themes of: (a) environmental constraints, (b) improving while being online, and (c) creating a supportive and caring atmosphere in the breakout sessions. The authors’ recommendations include using self-study as a tool to help doctoral students understand and do teacher education.
Updated: Jun. 27, 2022
Mentoring 101: Advancing African-American Women Faculty and Doctoral Student Success in Predominantly White Institutions
This paper is purposed with operationalizing the concept of mentoring as a nuanced approach and attempt to promote the upward trajectories of African-American women in predominantly White institutions (PWIs). The authors struggled as African-American women to balance and decipher the various facets inherent in their respective roles – professor and doctoral student in a PWI – hence a mentor/mentee relationship emerged. This qualitative study explored the effectiveness of traditional and non-traditional mentoring functions for an African-American woman doctoral student aspiring for the professoriate, and the professional advancement of an African-American woman professor, who matriculate in the same PWI.
Updated: Mar. 29, 2017
Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor
The purpose of this study is to shed light on the causes of communication difficulties and misunderstandings between Western supervisors and Asian students in relation to their cultural and educational differences. The authors analyzed three implicit misunderstandings in this study occurred due to mismatched and unspoken expectations about the learning goals and learning behaviors between the supervisor and the student, largely reflecting their educational and cultural background differences. The learning patterns they previously had developed became a natural source for them to understand the teaching and learning of international education in the beginning.
Updated: Dec. 04, 2016
This article reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness.
Updated: Aug. 25, 2014
This article describes an initiative, Becoming Teacher Educators (BTE). BTE is a community specifically designed for doctoral students whose career goal is to become teacher educators. The findings reveal a very high level of satisfaction from the members of BTE. Members frequently commented that the ongoing support from the community was the reason that they continued to learn, grow and share. In addition, the BTE community has provided members with additional educational and professional opportunities outside the basic requirements of their graduate programmes.
Updated: Sep. 10, 2013
In this article, the author wonders how the EdD lost its way and became the poor cousin of the PhD. The author argues that the EdD should be rebooted. The rebooted EdD should rest on four major principles. The author discusses these principles and then he uses the principles to propose a signature pedagogy for the EdD, and describes a rebooted EdD curriculum.
Updated: Oct. 17, 2012
The current paper describes the author's exploration in using arts-based techniques for teaching research to support the development of students' self-study research projects. The author employed three arts-based research projects to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers.
Updated: Mar. 09, 2011
Methodology in Our Education Research Culture: Toward a Stronger Collective Quantitative Proficiency
The goal of this article is to examine how quantitative methods are used in the literature and taught in doctoral programs. Evidence points to deficiencies in quantitative training and application in several areas: (a) methodological reporting problems, (b) researcher misconceptions and inaccuracies, (c) overreliance on traditional methods, and (d) a lack of coverage of modern advances. An argument is made that a culture supportive of quantitative methods is not consistently available to many applied education researchers.
Updated: Oct. 19, 2010
Fostering a Theoretical and Practical Understanding of Teaching as a Relational Process: A Feminist Participatory Study of Mentoring a Doctoral Student
The authors desired a mentoring approach for graduate students in education that would foster an understanding and practice of teaching as a relational process. This article provides a practitioner account of an action research study focused on the development of such an approach. In a semester-long feminist participatory study, the authors utilized weekly dialogues, reflective journals, classroom observations and written documents to explore the mentoring experience of one graduate advisor, one graduate teaching assistant, and two critical friends.
Updated: Jan. 12, 2010
In this article, the authors use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors.
Updated: May. 25, 2009