The role of situated talk in developing doctoral students’ researcher identities
Bibliographic Data
| ID | 21458776 |
|---|---|
| Authors | Helen Donaghue (0000-0002-7227-7864, Queen Margaret University, corresponding author), Gill Adams (0000-0003-2088-8708, Sheffield Hallam University) |
| Year | 2025 |
| Volume | 47 |
| Issue | 1 |
| Pages | 68-87 |
| Publication date | 2025-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2023.2274925 |
| OpenAlex | W4387997105 |
| Language | EN |
| Citations received | 2 |
| References cited | 59 |
It is widely recognised that an important aspect of doctoral study is the development of a researcher identity. However, little is known about how to support this. Although previous research has highlighted the importance of discursive engagement for researcher identity development, no studies examine talk or discuss how identities are constructed through interaction. This article examines how doctoral students’ researcher identities develop during tutorials on a professional doctorate in education. Analysis reveals how researcher identities are constructed and accomplished, turn by turn, during study-based talk. Researcher identities are co-constructed with and confirmed by peers, and verified by a tutor who validates students’ actions and describes experiencing similar, often difficult, processes herself. Knowledge and understanding facilitated by discussion prompts identity development and tutorial talk builds a sense of belonging and confidence, acculturating students into the research community. The article makes an original contribution to research by analysing situated talk to show identity accomplishment in action. The article also makes recommendations for both practice and further research which include setting up opportunities for doctoral students to talk and share experiences, and close analysis of doctoral interactional events such as supervision meetings and peer support groups
Action research · Community of practice · Conversation · Conversation analysis · Pedagogy · Situated · Sociology · TUTOR · Communication · Computer Science · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology
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The PhD Experience
Garfinkel and Ethnomethodology
Talk, Work and Institutional Order
Predictors of UK postgraduate researcher attendance behaviours and mental health-related attrition intention
Teachers and Supervisors Negotiating Identities of Experience and Power in Feedback Talk
A Very Short, Fairly Interesting and Reasonably Cheap Book aboutQualitative Research
Studying Diversity in Teacher Education
Identity work and face work across linguistic and cultural boundaries
Feedback Talk as a Means of Creating, Ratifying and Normalising an Institutionally Valued Teacher Identity
Sensemaking and Identity Development
Identity, categorization and sequential organization
Relational work and identity negotiation in critical post observation teacher feedback
Cracking Jokes and Crafting Selves
The Peculiar Problems of Preparing Educational Researchers
The Terms of Agreement
Chapter 3
Theorizing Language Teacher Identity
Identity Matters
Identity as an Analytic Lens for Research in Education
Identity and interaction
Professional Identity Development of Counselor Education Doctoral Students
Professional Doctorates in England
A doctorate in a tight compartment
Developmental networks and learning
Pedagogic relations and professional change
A view from within
Feeling like a researcher
The art(fulness) of open-ended interviewing
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |