The Hidden Curriculum in Doctoral Education

Abstract

Student teacher learning in teacher education: Teacher educators' and student teachers'

A ‘doctoral compass’: strategic reflection, self-assessment and recalibration for navigating the ‘twin’ doctoral journey

“…unconscious incompetence; conscious incompetence; conscious competence and unconscious competence) has been associated with the field of counselling psychology, particularly with reference to the professional development of counsellors (Castle and Buckler 2018;Donati and Watts 2005). Nevertheless, as we argued elsewhere, this conceptual framework equally facilitates a deeper metacognitive reflection of the tricky transitional experience that the majority of doctoral scholars inevitably go through as part of the doctoral learning process (see Elliot et al 2020). While the terminology for this framework seemingly denotes a deficit model, the terms employed aptly offer an analogy to depict the gradual progression in competence development, e.g.…”

“…In the next stage, i.e. conscious incompetence, greater understanding of the doctoral standards comes with the realisation of the various knowledge and skills that they still need to master (Elliot et al 2020). This stage can be exceptionally daunting as it likewise generates pressure to accomplish other tasks deemed essential in the doctorate.…”

“…Since the PhD is a long journey, the overwhelming sentiments experienced at the beginning could be alleviated during doctoral progression, particularly as scholars increasingly understand and apply the required threshold concepts in doctoral education while gradually moving up the competence development ladder (Elliot et al 2020;Kiley 2009Kiley , 2019Kiley and Wisker 2009). Additionally, scholars' appreciation of academic manoeuvres, acquisition of disciplinary and research understanding through meaningful discussions with supervisors, other scholars, and proactive participation in formal, semi-formal and informal scholarly activities as well as enhanced recognition of both standard doctoral provision and the hidden curriculum in doctoral education are likely to strengthen not only scholars' confidence, but also support their trajectory towards becoming a competent, even an 'excellent researcher' (Angervall 2016, 225;Mantai 2017) (Figure 1).…”

“…In this connection, it is worth highlighting how the doctoral learning experience encompasses a much wider scope that is beyond the conventional channels of learning via the official processes or the formal curriculum. Instead, it can be argued that there co-exists the hidden curriculum in doctoral education, or the unofficial channels of genuine learning typically acquired within and/or beyond the physical and metaphorical walls of academia (see Elliot et al 2020). While it is outside the scope of this paper to offer an in-depth discourse on the subject, it is sufficient to stress how leveraging the hidden curriculum, to support and reinforce what the formal curriculum offers, can enrich (and/or complicate) scholars' management of time, energy and resources.…”

“…The entire doctoral experience is expected to yield not just a doctoral qualification, but to develop a scholarly identity (if aspiring to work in academia) and to acquire transferable skills (if transitioning to industry post-PhD) (Cotterall 2013;McAlpine, Skakni, and Pyhalto 2020). Additionally, an overall transformative learning experience, while maintaining a healthy work-life balance and sustaining sound psychological wellbeing during a PhD, are unspoken goals (Elliot et al 2020).…”