Borrowing brainpower - sharing insecurities. Lessons learned from a doctoral peer writing group
Bibliographic Data
| ID | 4097576 |
|---|---|
| Authors | Charlotte Wegener (0000-0001-5600-7824, Aalborg University, corresponding author), Ninna Meier (0000-0002-3472-3077), Karen Ingerslev (Aarhus University Hospital) |
| Year | 2016 |
| Volume | 41 |
| Issue | 6 |
| Pages | 1092-1105 |
| Publication date | 2016-06-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2014.966671 |
| OpenAlex | W2138877921 |
| Language | EN |
| Citations received | 16 |
| References cited | 25 |
Academic writing is a vital, yet complex skill that must be developed within a doctoral training process. In addition, becoming an academic researcher is a journey of changing sense of self and identity. Through analysis of a group session, we show how the feedback of peers addresses questions of structure and writing style along with wider issues of researcher identity. Thus, peer learning is demonstrated as a process of simultaneously building a text and an identity as scholarly researcher. The paper advocates ‘borrowing brainpower’ from peers in order to write better texts and, at the same time, ‘share insecurities’ during the development of the researcher identity. Based on a distributed notion of peer learning and identity, we point to the need for further research into the everyday activities of doctoral writing groups in order to understand the dynamic relationship between production of text and creation of researcher identity
Academic writing · Collaborative learning · Higher education · Mathematics education · Pedagogy · Peer feedback · Peer group · Political science · Sociology · World Wide Web · Computer Science · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Social Psychology
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Qualitative Inquiry in Everyday Life
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Sociocultural and Constructivist Theories of Learning
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Developmental networks and learning
Rethinking doctoral publication practices
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Circling the Text
Becoming Writing, Becoming Writers
| Unique citing works | 16 |
|---|---|
| Citations per year | 2,29 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |