The Influence of a Collaborative Doctoral Seminar on Emerging Teacher Educator-Researchers

Dinkelman, Todd; Cuenca, Alexander; Butler, Brandon M.; Elfer, Charles; Ritter, Jason K.; Powell, Dave; Hawley, Todd S.

doi:10.1080/01626620.2012.677740

Cited by 29 publications

(6 citation statements)

References 11 publications

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“…Looking at the context of this paper specifically, as the individual motivations for pursuing doctoral education vary, as does the individual background of doctoral researchers, they also have different needs for knowledge sharing (Aarnikoivu, 2020a), and therefore there is no single solution that would suit everyone. There are, of course, many arenas for sharing knowledge and support in doctoral education; from supervision (Bastalich, 2017), to seminars (Dinkelman et al, 2012;Gregory et al, 2017) to informal cultural or interest-based communities (Cai et al, 2019) or online communities (Ferguson & Wheat, 2015). Mentoring and peer mentoring have similarly been explored as an arena for sharing knowledge, experiences and support (for an overview, see Lorenzetti et al, 2019).…”

Section: Knowledge Sharing In Universitiesmentioning

confidence: 99%

Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education

Nokkala

Aarnikoivu

Kiili

2021

Scandinavian Journal of Educational Research

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Obtaining a doctoral degree requires acquisition of different types of skills and knowledge. The aim of this article is to explore multidisciplinary peermentoring groups (PMGs) facilitated by senior academics as a knowledge sharing practice in doctoral education. Drawing from interviews with participants of PMGs at a Finnish university, we found that the participants perceived that cultures and practices of doctoral education in departments and faculties, as well as limited support from supervisors might hinder knowledge sharing. They highlighted that a flat hierarchy and confidential atmosphere supported by the multidisciplinary group composition promoted knowledge sharing and emotional support. Based on these results, we argue that PMGs are a useful resource for facilitating knowledge sharing amongst doctoral researchers and thus have a capacity to benefit the individual as well as the organisation as a whole.

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Section: Knowledge Sharing In Universitiesmentioning

confidence: 99%

Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education

Nokkala

Aarnikoivu

Kiili

2021

Scandinavian Journal of Educational Research

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“…In light of the conceptions reported above, it is worth revisiting Yuan’s (2015) recommendation that close links be established between teacher education programmes and higher‐degree programmes, in order for teacher educators to receive effective guidance and preparation. Several of the dimensions found in qualitatively different categories of description corroborate Dinkelman et al .’s (2012) argument that ‘shared learning, systematic and intentional reflection, shared deliberation, critique, and community… should be at the heart of high‐quality teacher education similar to ways in which emerging scholars and teacher educators develop their identities and pedagogies’ (p. 186). Additionally, the wide range of conceptions of teaching we have found in this study—as well as those reported in similar studies with academic teachers—underlines the need to integrate doctoral students’ development programmes with those offered to academic staff.…”

Section: Discussionmentioning

confidence: 99%

Variation in education doctoral students’ conceptions of university teaching

Mimirinis

Ahlberg

2020

British Educational Res J

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The development of doctoral students as university teachers has received substantially less attention compared with their development as researchers, with a similar deficit extending to research on how they experience and understand university teaching. This article reports the results of a phenomenographic study of education doctoral students’ conceptions of teaching in higher education. Using samples from two education departments in England and Sweden, we conducted interviews to identify variation in doctoral students’ experiences of university teaching. Analysis of the transcripts produced six qualitatively different conceptions of teaching: doctoral students conceptualised university teaching as a means of (A) transmitting knowledge, (B) presenting contrasting concepts of education, (C) communicating and engaging with students, (D) enabling students to apply knowledge and skills, (E) enabling students to interpret and compare concepts of education, and (F) promoting personal, professional and societal development and change. While in broad agreement with previous studies on university teachers’ conceptions of teaching, the study offers a unique insight into how the subject of education is understood by doctoral students who teach. The findings also underline the need to introduce common frameworks of academic development for academics and doctoral students alike that prioritise ways of representing and engaging with the structure of the subject, rather than the acquisition of teaching skills.

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“…Additionally, doctoral seminar participants have reportedly enhanced their scholarly learning by risk taking, working together, and reflection (Henderson et al, 2008). Findings from the study of Dinkelman et al (2012) indicated that a doctoral seminar for future teacher educators help participants map the terrain of their research, prompt the topic of their research, learn a language for teacher education, value collaboration, and define purpose and care for the practice of teacher education. This was largely echoed by the study of Vescio, Bondy, and Poekert (2009) on a doctoral seminar for future teacher educators.…”

Section: Structures and Benefitsmentioning

confidence: 99%

Generating Benefits and Negotiating Tensions through an International Doctoral Forum: A Sociological Analysis

Ning

et al. 2016

IJDS

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Workshops and seminars are widely-used forms of doctoral training. However, research with a particular focus on these forms of doctoral training is sporadic in the literature. There is little, if any, such research concerning the international context and participants’ own voices. Mindful of these lacunae in the literature, we write the current paper as a group of participants in one of a series of doctoral forums co-organised annually by Beijing Normal University, China and Queensland University of Technology, Australia. The paper voices our own experiences of participation in the doctoral forum. Data were drawn from reflections, journals, and group discussions of all 12 student and academic participants. These qualitative data were organised and analysed through Bourdieu’s notions of capital and field. Findings indicate that the doctoral forum created enabling and challenging social fields where participants accrued and exchanged various forms of capital and negotiated transient and complex power relations. In this respect, the sociological framework used provides a distinctive theoretical tool to conceptualise and analyse the benefits and tensions of participation in the doctoral forum. Knowledge built and lessons learned through our paper will provide implications and recommendations for future planning of, and participation in, the doctoral forum series and similar activities elsewhere.

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The Influence of a Collaborative Doctoral Seminar on Emerging Teacher Educator-Researchers

Cited by 29 publications

References 11 publications

Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education

Multidisciplinary Peer-Mentoring Groups Supporting Knowledge Sharing in Doctoral Education

Variation in education doctoral students’ conceptions of university teaching

Generating Benefits and Negotiating Tensions through an International Doctoral Forum: A Sociological Analysis

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