"I Didn't Have a Clue What They Were Talking About": PhD Candidates and Theory

Autor/in	Kiley, Margaret
Titel	"I Didn't Have a Clue What They Were Talking About": PhD Candidates and Theory
Quelle	In: Innovations in Education and Teaching International, 52 (2015) 1, S.52-63 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2014.981835
Schlagwörter	Graduate Students; Doctoral Programs; Theories; Supervisors; Semi Structured Interviews; Gender Differences; STEM Education; Writing Strategies; Reading Assignments; Student Research + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Theory; Theorie; Geschlechterkonflikt; STEM; Schreibtechnik; Studentenforschung
Abstract	Existing literature suggests that a particular learning challenge for some doctoral candidates is coming to an understanding the concept of theory, that is the use of theory to frame research as well as theorising findings. The concept of theory has been identified as a Threshold Concept taking into account the characteristics of these concepts outlined by Meyer and Land. However, there has been little work that has focused on strategies that supervisors and candidates adopt to help them move from the liminal "stuck" space of not understanding, to crossing the conceptual threshold following insight and the "Aha!" moment. This paper draws on a Threshold Concepts framework, particularly liminality and being "stuck", in the analysis of interviews and discussions with 21 experienced supervisors and 10 doctoral candidates. It focuses on how participants witnessed and experienced "stuckness" regarding theory and theorising and strategies adopted to assist with understanding and becoming "unstuck". (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01