Building support for learning within a Doctor of Education programme
Professional doctorates were introduced in the 1990s for practitioners to research ‘real-world’ problems relevant to their respective workplace communities and contexts. An array of difficulties faces professional doctoral students as they transition from professionals to practitioner researchers. This study sought to understand the learning journey of a cohort of students at an Australian university and to assess whether the cohort approach provided the necessary support for students to reach their scholarly destinations. Throughout the first 18 months of the programme, focus group interviews and surveys were conducted to gauge students’ experiences and to evaluate developments for support within the programme. Utilising a socio-cultural perspective helped identify and explain the importance of shared practice in fostering learning, the development of academic and researcher identities, and the role of communities of practice. Challenges of managing time and overcoming the professional and academe divide were facilitated by the evolving developments of the programme.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||professional doctorates, shared practice, scholarship, researcher identity, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning|
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2011 Taylor & Francis|
|Copyright Statement:||This is an electronic version of an article published in [Teaching in Higher Education (in press)]. [Teaching in Higher Education] is available online at informaworld.|
|Deposited On:||27 Jul 2011 11:08|
|Last Modified:||28 Mar 2013 05:18|
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