The Lived Experience of a Doctoral Student

The Process of Learning and Becoming

Datos Bibliográficos

ID12392007
AutoresBetina Callary (University of Ottawa, autor de correspondencia), Penny Werthner (0000-0003-1725-4384, University of Ottawa), Pierre Trudel (0000-0003-4883-5229, University of Ottawa)
Año2015
Fecha de publicación2015-01-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaQualitative Report (JOURNAL)
Identificadores de la revistaISSN: 1052-0147 • E-ISSN: 2160-3715
EditorialNova Southeastern University (PUBLISHER • US)
DOI10.46743/2160-3715/2012.1715
OpenAlexW1558684139
IdiomaEN
Citas recibidas7
Referencias citadas6

The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this qualitative self-study, I kept a detailed personal, professional, and academic reflective journal over four years and used the journal entries as data to explore the process of learning. The results reveal my ‘process of becoming’, moving from a beginner PhD student to an aspiring professor and new mother. The results are discussed in light of how I learned during the four years of the PhD, and how my lifetime of previous experiences influenced the learning that occurred

Lifelong learning · Mathematics education · Pedagogy · Perspective (graphical · Process (computing · Qualitative research · Reflective Practice · Sociology · Visual arts · Computer Science · Doctoral Education Challenges and Solutions · Higher Education and Employability · Psychology · Reflective Practices in Education