Literaturnachweis - Detailanzeige
Autor/in | Smith, Sara |
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Titel | Methodology and the Professional Doctorate -- The Muddy Waters of Knowledge Creation, Transfer and Workplace Capital |
Quelle | In: Professional Development in Education, 48 (2022) 2, S.353-360 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Smith, Sara) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1941-5257 |
DOI | 10.1080/19415257.2020.1711800 |
Schlagwörter | Doctoral Programs; Doctoral Students; Constructivism (Learning); Grounded Theory; Interdisciplinary Approach; Professional Education; Student Research; Research Methodology; Human Capital Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Berufsausbildung; Studentenforschung; Research method; Forschungsmethode; Humankapital |
Abstract | The professional doctorate creates opportunities for shared research and novel findings to inform and shape the workplace and cultivate professional capital. In this paper I discuss my own journey in undertaking an Educational doctorate. I critique how my methodological approach enabled me to successfully cross the range of boundaries that I encountered along my way. As I crossed the boundaries between scientist, teacher and researcher, my chosen approach afforded a framework that appealed to my embedded 'positivist tendencies'. It permitted me to acknowledge the varied positioning of both myself and others, and the professional learning that takes place within and across each boundary. I was able to question what constitutes knowledge and what the most acceptable approaches to knowledge creation are when boundaries and research paradigms are crossed. This journey provided me with a greater understanding of how and why as individuals we position ourselves in our roles. This understanding underpins my recommendations for supporting professional learning. I discuss the relevance and potential impact of my findings for both practice and for those undertaking an educational doctorate. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |