Shaping Pedagogical Identities

A Collaborative Autoethnography of a Virtual Doctoral Student Pedagogy Peer Mentoring Group

Bibliographic Data

ID2501764
AuthorsElizabeth J Goldsborough (0000-0003-4856-6575, corresponding author), Lukas Champagne (0000-0002-6845-5429), Breana A Bietsch
Year2025
Volume25
Issue1
Pages167-185
Publication date2025-07-09
Open AccessYes
TypeARTICLE
VenueAdvances in Social Work (JOURNAL)
Journal identifiersISSN: 1527-8565 • E-ISSN: 2331-4125
PublisherIU Indianapolis University Library (PUBLISHER)
DOI10.18060/28452
OpenAlexW4412124682
LanguageEN
References cited9

In this collaborative autoethnography (CAE), we examine a virtual doctoral (PhD) student pedagogy peer mentoring group's experience within a social work program at a northeastern U.S. public research university. Our focus is on the experiences of PhD students who are preparing to teach. Utilizing CAE as our methodological approach, we identified themes salient to our group experiences. Key themes include navigating role and identity transitions, the value of community, the need for enhanced institutional support, and the role of educators as gatekeepers. Our findings underscore peer mentorship as a crucial component of doctoral training, not only for fostering camaraderie and reducing isolation, but also for enhancing teaching preparedness. We recommend implementing structured peer mentorship, expanding pedagogical training, and strengthening institutional support to better prepare doctoral students for teaching

Pedagogy · Political science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Psychology · Teacher Education and Leadership Studies · Social Work

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