Pedagogic relations and professional change
A Sociocultural Analysis of Students' Learning in a Professional Doctorate
Bibliographic Data
| ID | 4097785 |
|---|---|
| Authors | Nick Pratt (0000-0002-7112-7792, University of Plymouth, corresponding author), Michael Tedder (University of Plymouth), Ruth Boyask (0000-0001-6596-4888, University of Plymouth), Peter Kelly (0000-0003-4030-8301), Pete Kelly (0000-0002-1050-7433, University of Plymouth) |
| Year | 2015 |
| Volume | 40 |
| Issue | 1 |
| Pages | 43-59 |
| Publication date | 2015-01-02 |
| 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 | 10.1080/03075079.2013.818640 |
| OpenAlex | W2048147991 |
| Language | EN |
| Citations received | 17 |
| References cited | 27 |
The Professional Doctorate has become an increasingly popular doctoral route. Research has tended to focus on outcomes and ‘impact’ or on the epistemological nature of programmes and resulting student identities compared to other routes. This paper takes a different focus, examining the process through which students come to know about their professional practice via a Professional Doctorate in Education programme. It uses two cases, drawn from a wider, interpretive study of students' learning experiences, to illustrate the complex and differing pedagogic relations that students develop across multiple spaces. The analysis uses activity theory and elements of community of practice theory to understand the various practices of students, their interrelationship with ‘the programme’ and the many factors that affect the way they can engage in ‘professional’ doctoral study. The paper concludes with a discussion of potential implications for the organisation of Professional Doctorates as they relate to pedagogy
Higher education · Pedagogy · Political science · Professional development · Professional learning community · Professional studies · Sociocultural evolution · Sociology · Doctoral Education Challenges and Solutions · Higher Education Practises and Engagement · Innovative Education and Learning Practices · Psychology
The Value of Two Modes of Graphic Elicitation Interviews to Explore Factors That Impact on Student Learning in Higher Education
Power, positionality and practitioner research
Doctoral writing as a promoter for researcher development and independence
Factors that support teachers as educational professionals doing doctoral studies
Middle School Students' In‐Moment Engagement in Synchronous Online Learning
The role of situated talk in developing doctoral students’ researcher identities
Becoming doctoral researchers
Reflexivity of the lived research experiences of a doctoral student through communities of practice
Professional learning and leadership practice for supporting policy work in schools
Making the familiar strange – a research pedagogy for practice
Creating dialogic spaces
The effects of managerialism in higher education on doctoral theorising
The influence of professional doctorates on practice and the workplace
How can we develop supervisors for the modern doctorate
Can peer learning support doctoral education? Evidence from an ethnography of a research team
Supervisory styles
Finding a purpose for the doctorate? A view from the supervisors
Basics of qualitative research
An Invitation to Social Construction
Communities of Practice
Subject departments and the ‘implementation’ of National Curriculum policy
Learning from other people in the workplace
Situating learning in communities of practice.
Informal learning in the workplace
Expansive Learning at Work
Situated Learning in Communities of Practice
The assault on the professions and the restructuring of academic and professional identities
Pedagogy, Identity and the Construction of a Theory of Symbolic Control
Appropriating professionalism
On Two Metaphors for Learning and the Dangers of Choosing Just One
Doctoral Differences
Professional Doctorates in England
A doctorate in a tight compartment
The role of the professional doctorate in Ireland from the student perspective
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,7 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |