Graduate Students' Construction of Researcher Identities Explored through Discourse Analysis

Autor/inn/en	Davis, C. Amelia; Lester, Jessica N.
Titel	Graduate Students' Construction of Researcher Identities Explored through Discourse Analysis
Quelle	In: Qualitative Research in Education, 5 (2016) 1, S.49-76 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-6418
Schlagwörter	Graduate Students; Methods Courses; Self Concept; Discourse Analysis; Qualitative Research; Researchers; Introductory Courses; Prompting; Computer Mediated Communication; Research Methodology; Reading Assignments; Online Courses; Group Discussion; Student Attitudes + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Methodisch-didaktische Anleitung; Selbstkonzept; Diskursanalyse; Qualitative Forschung; Researcher; Forscher; Einführungskurs; Benutzerführung; Computerkonferenz; Research method; Forschungsmethode; Online course; Online-Kurs; Gruppendiskussion; Schülerverhalten
Abstract	While many research methods courses challenge students to make sense of their own researcher identities as they relate to research paradigms and perspectives, there is a lack of research that examines how students actually go about constructing these identities, particularly at the level of discourse. In this study, we attended to graduate students' talk in an introductory research methods course, taking note of how students used particular discursive resources to construct a research identity in online classroom discussions. We analyzed 93 discussion posts students were asked to make in response to a discussion board prompt after completing assigned readings related to research paradigms and researcher identity. We identified two discursive patterns through our analysis: 1) minimizing knowledge, and 2) justifying paradigmatic orientations. Our findings highlight how being asked to talk about one's research identity is a potentially fragile task, as evidenced by disclaimers of "knowing", and justifications. We highlight implications for teaching research methodology, particularly qualitative methods courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01