scholarly journals The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

2015 ◽  
Author(s):  
Betina Callary ◽  
Penny Werthner ◽  
Pierre Trudel
Keyword(s):  
Faculty Member ◽  
Lifelong Learning ◽  
Lived Experience ◽  
Doctoral Student ◽  
Learning And Development ◽  
Reflective Journal ◽  
Self Study ◽  
New Mother ◽  
Journal Entries

The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this qualitative self-study, I kept a detailed personal, professional, and academic reflective journal over four years and used the journal entries as data to explore the process of learning. The results reveal my ‘process of becoming’, moving from a beginner PhD student to an aspiring professor and new mother. The results are discussed in light of how I learned during the four years of the PhD, and how my lifetime of previous experiences influenced the learning that occurred.

Leveraging critical friendship to navigate doctoral student role transitions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kristen Howell Gregory ◽  
Amanda Kate Burbage
Keyword(s):  
Doctoral Students ◽  
Doctoral Student ◽  
Academic Programs ◽  
Content Type ◽  
Role Transitions ◽  
Student Role ◽  
Self Study ◽  
Constant Comparative Analysis ◽  
Journal Entries

Purpose The purpose of this study is to investigate the influence of critical friendship on a first- and last-year doctoral student’s novice and expert mindsets during role transitions. Doctoral students are challenged to navigate role transitions during their academic programs. Experiences in research expectations, academy acculturation and work-life balance, may impact doctoral students’ novice-expert mindsets and contribute to the costly problem of attrition. Universities offer generic doctoral support, but few support sources address the long-term self-directed nature of self-study. Design/methodology/approach The authors participated in a collaborative self-study over a 30-month period. The authors collected 35 personal shared journal entries and 12 recorded and transcribed discussions. The authors conducted a constant comparative analysis of the data, and individually and collaboratively coded the data for initial and focused codes to construct themes. Findings The critical friendship provided a safe space to explore the doctoral experiences and novice-expert mindsets, which the authors were not fully able to do with programmatic support alone. The authors identified nine specific strategies that positively impacted the novice-expert mindsets during the following role transitions: professional to student, student to graduate and graduate to professional. Originality/value While researchers have identified strategies and models for doctoral student support targeting specific milestones, this study identified strategies to support doctoral students’ novice-expert mindsets during role transitions. These strategies may benefit other graduate students, as well as faculty and program directors, as they work to support student completion.

scholarly journals Collaborative mentoring to prepare doctoral students for college teaching

2021 ◽  
Author(s):  
Lindsey B. Hogue ◽  
Kenneth Bleak ◽  
Tammy Abernathy
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Doctoral Student ◽  
College Teaching ◽  
Scope Of Practice ◽  
Self Study ◽  
Psychosocial Mentoring ◽  
Collaborative Mentoring

This project used psychosocial mentoring (Curtin et al., 2016) to create a collaborative mentoring experience prepare doctoral students to become the instructors of record. In the collaborative mentoring experience, we paired doctoral students with a faculty member teaching a class that the doctoral student aspired to teach. The doctoral student observed the faculty member teaching, engaged in discussions with the faculty member, and reflected on the process. The following semester, the doctoral student became the instructor of record for the course. Following this experience, two doctoral students and one faculty member completed a retrospective self-study through journaling and discussions. After analyzing the results through discussions, we identified three themes: (1) understanding the course and our learners, (2) underlying goals and processes involved in college teaching, and (3) stretching the scope of practice for instructors of record. This paper describes the theme of stretching the scope of practice for instructors of record. Implications for teaching and learning in higher education are discussed.

Benin: Governance, lifelong learning and development

2021 ◽  
pp. 147797142199941
Author(s):  
Idowu Biao
Keyword(s):  
Lifelong Learning ◽  
Analysis Method ◽  
Learning And Development ◽  
Thematic Content Analysis ◽  
National Education ◽  
Know How ◽  
Content Analysis Method ◽  
Preparation Period ◽  
Independence Era ◽  
Access To Knowledge

This article analyses and identifies the extent to which the different pre- and post-independence typologies of governance in Benin have facilitated the promotion of lifelong learning as instrument for development. Relying on the thematic content analysis method, the article identifies three themes and three main typologies of governance spanning the independence preparation period and post-independence era. Of the three styles of governance, only the Marxist–Leninist government succeeded in promoting lifelong learning by default. Lifelong learning being one type of learning that promotes the re-engineering of society through the constant dissemination of knowledge, information and know-how and through the constant retooling of the citizenry for purpose of investment of their talents in ever renewable ways, Benin is called upon to prioritise the promotion of lifelong learning soon. Specifically, Benin has been advised to restructure her national educational sector by bringing the whole sector under one Minister of Education with a view to enabling a seamless interaction across all sections of the national education. This restructuring as described in Figure 1 within the article, would facilitate timeous access to knowledge, information and skills that would enable individuals to participate in different sectors of the economy and thereby advance rapid national socio-economic development.

Walking Multiple Paths of Supervision in American Sport Psychology: A Qualitative Tale of Novice Supervisees’ Development

2018 ◽  
Vol 32 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Janaina Lima Fogaca ◽  
Sam J. Zizzi ◽  
Mark B. Andersen
Keyword(s):  
Service Delivery ◽  
Reflective Journal ◽  
Self Reflection ◽  
Supervisory Relationships ◽  
Before And After ◽  
Multiple Paths ◽  
Development Data ◽  
Constant Comparative Analysis ◽  
The Relationship ◽  
Journal Entries

There is limited evidence for what characteristics of supervision delivery facilitate novice supervisees’ development. The aim of this study was to investigate the relationship between supervision-delivery approaches and the perceptions of service-delivery competence development in novice practitioners. The authors interviewed 9 supervisor–supervisee dyads before and after the academic term in which the supervisees had their first applied experiences. Supervisees also completed reflective journal entries regarding their supervisory experiences and development. Data analysis included constant comparative analysis and triangulation of qualitative results with a practitioner-skills inventory. Different approaches to supervision delivery seemed to contribute similarly to novice supervisees’ development. Supervisees developed in more areas when the dyads had consistent meetings, close supervisory relationships, feedback, and frequent opportunities for self-reflection and when supervisors adapted the delivery to the supervisees’ developmental levels. In addition, factors in supervisees’ background, practice, and supervision that contributed to perceptions of service-delivery competence are discussed.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

2017 ◽  
Vol 36 (2) ◽  
pp. 232-243 ◽  
Author(s):  
Mats M. Hordvik ◽  
Ann MacPhail ◽  
Lars T. Ronglan
Keyword(s):  
Faculty Member ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Theory And Practice ◽  
Sport Education ◽  
Physical Education Teacher ◽  
Type Method ◽  
Physical Education Teacher Education ◽  
Experience Teaching ◽  
Self Study

Purpose:In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education?Method:One PETE faculty member (the first author) and twelve PSTs took part in a university Sport Education unit. Data were collected through the PETE faculty member’s open-ended reflective diary and focus groups with three PST teams.Results:The PETE faculty member and PSTs experienced various challenges such as bridging theory and practice when learning about teaching Sport Education and articulating the “what”, “how” and “why” when teaching about teaching Sport Education.Conclusion:Sport Education is a complex curriculum and instructional model, encouraging further interrogation of the theoretical implications of the model.

scholarly journals Racial Identity and the Development of Body Image Issues among African American Adolescent Girls

2015 ◽  
Author(s):  
Sharlene Hesse-Biber ◽  
Stephanie Howling ◽  
Patricia Leavy ◽  
Meg Lovejoy
Keyword(s):  
Qualitative Methods ◽  
Lived Experience ◽  
Quantitative Methods ◽  
Complete Picture ◽  
Emotional Impact ◽  
Students With Special Needs ◽  
Deficit Model ◽  
African American Adolescent ◽  
Field Notes ◽  
Journal Entries

As readers, children with dyslexia are vulnerable to becoming academically, socially, and emotionally detached from education. Traditional educational practices tend to use quantitative measures to diagnose children to better serve their needs and researchers, who study students with special needs often focus on a deficit model that quantify just how far a child is from the norm. This practice, while full of good intentions, often creates emotional scars and feelings of inferiority in a child. This reductionist view of a disability is most likely different from the lived experience of the person with the disability. To get a complete picture, we must use qualitative methods to reveal children’s words, their interactions, and the entire context within which their disability is nested. In this study, I use qualitative methods to unpack the educational experiences of a group of students with dyslexia. Data were gathered from four sources: interviews with students and teachers, field notes, and journal entries. The words of the participants are presented to convey the emotional impact that a reading disability brings and to remind educators and researchers that quantitative methods do not always provide a complete picture of a child’s experience in school.

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