Doctoral education making researchers or teaching professionals? Findings from a systematic research review

• In this paper we present and discuss a research review, limited to the discipline of educational research. A rational for this limitation is that we position doctoral education at the “solar-plexus of academia” (Elmgren et al, 2016, p. 87), and, as argued by Becher (1994), characteristics of a discipline are reflected in doctoral education. Thus, we argue, doctoral education is at the core of the intellectual and social organization (Whitley, 2000) of an academic discipline. Our ambition in this paper is to identify paradigmatic (cf. Kuhn, 1962) aspects in educational research. Since we are dealing with educational research, a special interest is devoted to relations between doctoral education and academization of the teaching profession. References: Bao, Y., Kehm, B. M. and Ma, Y. (2018) From product to process: the reform of doctoral education in Europe and China. Studies in Higher Education, 43(3), pp. 524-541. Becher, T. (1994). The significance of disciplinary differences, Studies in Higher Education, 19(2), pp.151-161. Elmgren, M., Forsberg, E., Lindberg-Sand, Å. & Sonesson, A. (2016). The formation of doctoral education. Lund: Joint Faculties of Humanities and Theology, Lund University. Etzioni, A. (1969). The semi professions and their organizations. N Y: Free Press. Foss Lindblad, R. & Lindblad, S. (2013). Educational Research: The State of Sweden and the Australian 2.2 world. The Australian Educational Researcher, 11/2013, Vol, 40/4 Jones, M. (2013). Issues in doctoral studies – forty years of journal discussion: Where have we been and where are we going? International Journal of Doctoral Studies. Vol 8. pp. 83-104. Keiner, E. (2019). ’Rigour’, ’discipline’ and the ’systemic’: The cultural construction of educational identities? European Educational Research Journal. https://doi-org.ezproxy.ub.gu.se/10.1177/1474904118824935 . Kuhn, T. S. (1962). The structure of scientific revolutions. Princeton University Press: Chicago and London. Labaree, D. (2003). The peculiar problems of preparing educational researchers. Educational Researcher, 32 (4), pp. 13–22. Lytle, S.J. & Cochran-Smith, M. (1994). Inquiry, knowledge and practice. In S. Hollingworth & H. Sockett. Research and educational reform: Ninety-third yearbook, National Society of Education. Chicago: University of Chicago Press. Nowotny, H. Scott, P. & Gibbons, M. (2001). Rethinking science. Knowledge and the public in an age of uncertainty. Cambrigde: Polity. Steichler, U. (2014). Doctoral education and training. A view across countries and disciplines. In. M. de Ibarrola & L.W. Anderson (Eds.). The nurturing of new educational researchers. Sense Publishers.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Educational research

Nordic welfare state education

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)