我是骗子吗?引导大学教师的研究之旅

Jarred Shellhouse, N. Stedman, J. C. Bunch
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引用次数: 0

摘要

大学教师负责指导研究生完成学位课程,并为他们提供进行研究所需的技能,但观察研究人员从学生到终身教授的身份发展的文献有限。本研究以自我效能感为导向,考察了19所大学教师的研究历程,以更好地了解研究者认同的发展过程。数据收集自三次年度研究会议的教师,涉及四个人生阶段:(1)第一次接触研究,(2)论文,(3)早期职业教师,(4)终身职位和/或晋升后。研究结果表明,在从研究生到教师的转变之后,教师会应对研究人员的身份危机,研究人员的身份必须在接受外部验证之前自我识别。作为一名研究人员,研究生要想成为学院未来有效的成员,就必须得到充分的发展。学院依赖于自信、有效的教师顾问来教导他们。我们的研究报告了一些实用的建议,帮助研究生更好地为教师职业生涯做好准备,为他们的早期研究成功做好准备,以及帮助减少早期职业教师经历的研究人员身份危机的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Am I an imposter? Navigating the research journey of university faculty
University faculty are charged with advising graduate students through their degree program and equipping them with skills needed to conduct research, but there is limited literature that observes researcher identity development from student to tenured professor. Using self-efficacy as a guide, this phenomenological study examined the research journey of 19 university faculty to better understand the process of researcher identity development. Data were collected from faculty at three annual research conferences regarding four life stages: (1) first contact with research, (2) dissertation, (3) early-career faculty, (4) post-tenure and/or promotion. Findings indicated faculty navigate researcher identity crises following the transition from graduate student to faculty, and researcher identity must be self-identified before accepting external validation as a researcher. Adequate development as a researcher is imperative for graduate students to be effective future members of the academy, which relies on confident, effective faculty advisors to teach them. Our study reports practical suggestions to better prepare graduate students for careers as faculty by setting them up for early research success, as well as strategies to help reduce researcher identity crises experienced by early-career faculty.
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