Team teaching in doctoral education: guidance for academic identities on the threshold

Thielsch, Angelika

doi:10.1080/13562517.2021.1899158

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Contestations Of Doctoral Pedagogy1

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2021

2023

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Cited by 2 publications

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“…A possible contribution to this challenge is presented in an empirical exploration of an innovative approach based in Germany. Angelika Thielsch (2021) argues that teaching undergraduates alongside their supervisors enables doctoral students to 'connect to possible interpretations of their future academic roles' (p.472), constituting a very practical way to develop doctoral identity. She grounds her case study in theories of identity and liminality, that show liminality to be inherent in identity reconstruction.…”

Section: Contestations Of Doctoral Pedagogymentioning

confidence: 99%