Alaster Scott Douglas
Biographic Data
| ID | 3829003 |
|---|---|
| NAME | Alaster Scott Douglas |
| GIVEN NAMES | Alaster Scott |
| FAMILY NAME | Douglas |
| SIGNATURE | DOUGLAS A S |
| AFFILIATIONS | University of Roehampton |
| ORCID | 0000-0003-0972-4315 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Engaging doctoral students in networking opportunities
Doctoral work is often characterised as lonely and isolating (Holbrook et al. 2014 Holbrook, A., K. Shaw, J. Scevak, S. Bourke, R. Cantwell, and J. Budd. 2014. “PhD Candidate Expectations: Exploring Mismatch with Experience.” International Journal of Doctoral Studies 9: 329–346.[Crossref] , [Google Scholar]). This paper explores how collaboration with peers and other professionals supports the doctoral learning experience. The research study asks…
Dimensions of fit for doctoral candidates
With an expectation that different doctoral programmes may encourage and support different student learning identities, this paper compares the experiences of doctoral candidates participating in doctoral studies in England and Germany. A comparison of the experiences of doctoral candidates as expressed through interviews is viewed through the lens of the theory of fit. This theory considers the alignment of values between those engaged in PhD st…
A focus on time-lapse ethnography
This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and…
The impact of research in education
Considering how research findings may make a difference to the field being researched has, one hopes, always crossed the minds of researchers. But having to predict the potential impact of research
Capturing the object of initial teacher education by studying tools‐in‐use in four school subject departments
This paper makes the claim that student teachers’ learning depends a great deal on the individual school department where they are working, its social practices and the relationships of the teachers involved in initial teacher education (ITE). The paper considers how using a Cultural Historical Activity Theory (CHAT) lens to view data generated on school ITE activity helps to focus vital social, cultural and historical dimensions of practice. The…
Learning on the job
This article considers how one may integrate ethnographic data generation with research questions and an analytic framework that are strongly theoretically informed by Cultural Historical Activity Theory (CHAT). Generating data through participant observation of school-based, student teacher education activity and interviewing all those involved in initial teacher education (ITE) in one school over an academic year allowed research questions to b…
Connecting Does Not Necessarily Mean Learning
Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Act…
Capturing the object of initial teacher education by studying tools‐in‐use in four school subject departments
This paper makes the claim that student teachers’ learning depends a great deal on the individual school department where they are working, its social practices and the relationships of the teachers involved in initial teacher education (ITE). The paper considers how using a Cultural Historical Activity Theory (CHAT) lens to view data generated on school ITE activity helps to focus vital social, cultural and historical dimensions of practice. The…
Connecting Does Not Necessarily Mean Learning
Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Act…
A focus on time-lapse ethnography
This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and…
Learning on the job
This article considers how one may integrate ethnographic data generation with research questions and an analytic framework that are strongly theoretically informed by Cultural Historical Activity Theory (CHAT). Generating data through participant observation of school-based, student teacher education activity and interviewing all those involved in initial teacher education (ITE) in one school over an academic year allowed research questions to b…
Learning on the job
This article considers how one may integrate ethnographic data generation with research questions and an analytic framework that are strongly theoretically informed by Cultural Historical Activity Theory (CHAT). Generating data through participant observation of school-based, student teacher education activity and interviewing all those involved in initial teacher education (ITE) in one school over an academic year allowed research questions to b…
Connecting Does Not Necessarily Mean Learning
Partnerships between schools and universities in England use course handbooks to guide student teacher learning during long field experiences. Using data from a yearlong ethnographic study of a postgraduate certificate of education programme in one English university, the function of course handbooks in mediating learning in two high school subject departments (history and modern foreign languages) is analyzed. Informed by Cultural Historical Act…
Capturing the object of initial teacher education by studying tools‐in‐use in four school subject departments
This paper makes the claim that student teachers’ learning depends a great deal on the individual school department where they are working, its social practices and the relationships of the teachers involved in initial teacher education (ITE). The paper considers how using a Cultural Historical Activity Theory (CHAT) lens to view data generated on school ITE activity helps to focus vital social, cultural and historical dimensions of practice. The…
The impact of research in education
Considering how research findings may make a difference to the field being researched has, one hopes, always crossed the minds of researchers. But having to predict the potential impact of research
A focus on time-lapse ethnography
This article makes the claim that developing ethnographic work through follow-up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and…
Dimensions of fit for doctoral candidates
With an expectation that different doctoral programmes may encourage and support different student learning identities, this paper compares the experiences of doctoral candidates participating in doctoral studies in England and Germany. A comparison of the experiences of doctoral candidates as expressed through interviews is viewed through the lens of the theory of fit. This theory considers the alignment of values between those engaged in PhD st…
Engaging doctoral students in networking opportunities
Doctoral work is often characterised as lonely and isolating (Holbrook et al. 2014 Holbrook, A., K. Shaw, J. Scevak, S. Bourke, R. Cantwell, and J. Budd. 2014. “PhD Candidate Expectations: Exploring Mismatch with Experience.” International Journal of Doctoral Studies 9: 329–346.[Crossref] , [Google Scholar]). This paper explores how collaboration with peers and other professionals supports the doctoral learning experience. The research study asks…
Pedagogy (7 works) · Psychology (7 works) · Sociology (7 works) · Mathematics education (5 works) · Computer Science (4 works) · Innovative Education and Learning Practices (4 works) · Social science (4 works) · Activity Theory (3 works) · Ethnography (3 works) · Subject (documents (3 works)