Literaturnachweis - Detailanzeige
Autor/in | Nerlino, Erin |
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Titel | "A Powerful Synergy": The Benefits and Challenges of Completing a Doctoral Program Part-Time While Teaching Full-Time |
Quelle | In: Studies in Graduate and Postdoctoral Education, 14 (2023) 3, S.259-275 (17 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
DOI | 10.1108/SGPE-08-2022-0053 |
Schlagwörter | Doctoral Students; Part Time Students; English Teachers; Barriers; Student Attitudes; Student Experience; High School Teachers; Teaching Experience; Resistance (Psychology); Career Planning; Research and Development; Theory Practice Relationship Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Part-time students; Teilzeitstudent; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Studienerfahrung; High school; High schools; Oberschule; Resistenz; Karriereplanung; Forschung und Entwicklung; Theorie-Praxis-Beziehung |
Abstract | Purpose: The purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom. Design/methodology/approach: In this study, the author used autoethnography to examine the benefits and challenges she faced as a part-time doctoral student and full-time, public high-school English language arts teacher. Findings: The findings included that managing finite personal resources such as time and mental bandwidth constituted a challenge while simultaneously existing in both worlds created a unique perspective derived from the knowledge, ideas and events in each world constantly prompting reflection on the other. Additionally, benefits--the synergy between research and practice--and challenges--the frustration that occurred when potential crossover faced resistance--resulted from the cross-pollination between studying and teaching. Finally, inhabiting both worlds ended up changing the author's plans, raising questions about where to go upon finishing her degree. Originality/value: Scant research exists about part-time doctoral students in general, even less research exists on part-time students who work full-time in any profession, and even less broaches teachers' experiences teaching full time while in a doctoral program. Given the need for classroom realities to better inform research and policy, examining the possibilities regarding part-time doctoral programs for teachers holds potential for both practice and research to speak to one another. (As Provided). |
Anmerkungen | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |