Telling Our Story: The Transformation of a PhD Candidate
Affiliation
Barry University
Department or Program
Adrian Dominican School of Education
Start Date
15-4-2017 3:25 PM
End Date
15-4-2017 3:55 PM
Presentation Keywords/Areas
Researcher as Writer (Auto-Ethnography, Narrative Inquiry, etc).
Additional Presentation Keywords/Areas
Identity and Self-Inquiry
Additional Presentation Keywords/Areas
Qualitative Research in Education
Abstract
The student-teacher relationship is oftentimes studied in terms of academic gains or impact on student progress. Almost half a century ago, Tinto suggested that interaction with faculty outside the classroom may increase both academic and social integration that may positively affect student persistence in higher education (Pascarella & Terenzini, 1977; Tinto, 1975). However, at the doctoral level, the professor – student relationship and furthermore, the dissertation committee relationship is even more complex. This narrative inquiry examines the development of the relationship between a doctoral candidate and one of her faculty mentors as it is mediated by their shared participation in research projects and epistemological and ontological views on the nature of knowledge and truth.
Based on Connelly and Clandinin’s (1990, 2000, 2006) observation, “we all live storied lives” this study uses re-storied accounts of shared experiences to highlight the doctoral student – professor relationship. This telling or re-telling, (either oral or written) of an experience as a cultural experience involves a complex combination of description, explanation, analysis, interpretation and mediated construction of one’s private reality as it is brought into the public sphere (Johnson & Golombek, 2016). Text and images will be included to further enrich and illustrate the re-storied narratives.
Findings point to potential contributions to the area of teaching and learning the art of qualitative research as well as reflections into mentoring doctoral students in their journey into the academe.
Telling Our Story: The Transformation of a PhD Candidate
The student-teacher relationship is oftentimes studied in terms of academic gains or impact on student progress. Almost half a century ago, Tinto suggested that interaction with faculty outside the classroom may increase both academic and social integration that may positively affect student persistence in higher education (Pascarella & Terenzini, 1977; Tinto, 1975). However, at the doctoral level, the professor – student relationship and furthermore, the dissertation committee relationship is even more complex. This narrative inquiry examines the development of the relationship between a doctoral candidate and one of her faculty mentors as it is mediated by their shared participation in research projects and epistemological and ontological views on the nature of knowledge and truth.
Based on Connelly and Clandinin’s (1990, 2000, 2006) observation, “we all live storied lives” this study uses re-storied accounts of shared experiences to highlight the doctoral student – professor relationship. This telling or re-telling, (either oral or written) of an experience as a cultural experience involves a complex combination of description, explanation, analysis, interpretation and mediated construction of one’s private reality as it is brought into the public sphere (Johnson & Golombek, 2016). Text and images will be included to further enrich and illustrate the re-storied narratives.
Findings point to potential contributions to the area of teaching and learning the art of qualitative research as well as reflections into mentoring doctoral students in their journey into the academe.
Presentation Type and Comments
20-minute paper presentation