On Becoming Educational Researchers: The Importance of Cogenerative Mentoring

Autor/inn/en	Harris, Judith B.; Freeman, Tamara L.; Aerni, Pamela W.
Titel	On Becoming Educational Researchers: The Importance of Cogenerative Mentoring
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 17 (2009) 1, S.23-39 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Research Methodology; Doctoral Programs; Graduate Students; Mentors; Educational Researchers; Apprenticeships; Teacher Education Curriculum; Program Evaluation; Qualitative Research; Collegiality; Methods Courses; Teacher Student Relationship; Cooperative Planning; Power Structure; Communities of Practice + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Apprenticeship; Lehre; Programme evaluation; Programmevaluation; Qualitative Forschung; Kollegialität; Methodisch-didaktische Anleitung; Teacher student relationships; Lehrer-Schüler-Beziehung; Community
Abstract	The purpose of this reflexive action inquiry was to explore the perceived authenticity (or lack thereof) of doctoral-level research methods instruction. The idea for a collaborative self-study emerged organically as a byproduct of a voluntary, year-long research apprenticeship in which two of the authors were engaged, following coursework in both quantitative and qualitative research methods. The apprenticeship was facilitated by the first author, a faculty member and methods course instructor. The importance of cogenerative dialog as an organizing process for methodological mentoring emerged as a central finding when the authors collaboratively examined cross-case themes common to their autobiographical statements about and reflections upon learning to "do research". The study's results show how and why cogenerative "mentoring"--as distinct from cogenerative "work"--goes beyond typical experiences in research methods courses, assistantships and even dissertation work. Using this form of mentoring may help doctoral students to experience methodological learning in more authentic and effective ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10