Araştırma Makalesi
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Araştırma İlgi Alanlarını Keşfetmek ve Geliştirmek: Üç Doktora Öğrencisinin Deneyimlerine Yönelik Anlatısal Araştırma

Yıl 2023, Cilt: 13 Sayı: 1, 9 - 18, 05.06.2023
https://doi.org/10.2399/yod.23.1225236

Öz

Bu çalışma, Türkiye’deki üç doktora öğrencisinin araştırma ilgi alanlarını nasıl keşfettiklerine dair daha derin bir anlayış kazanmak için öyküsel sorgulama yaklaşımı uygulamıştır. Anlatı araştırması, verilerin dikkatli bir şekilde incelenmesini ve ardından katılımcıların yaşanmış deneyimlerinin sürükleyici ve ayrıntılı bir temsilini oluşturmak için kronolojik olarak sıralanmış anlatılara dönüştürülmesini içerir. Araştırmacı, katılımcıların ilgilerini geliştirme ve sürdürme sürecini kolaylaştıran ve engelleyen faktörlerle de ilgilenmiştir. Derinlemesine görüşmeler yoluyla toplanan veriler, doktora öğrencilerinin doktora çalışmalarına başlamadan önce araştırma ilgi alanlarının farkında olduklarını ortaya koydu. İlgi alanlarının kişisel deneyimleri ve öğretmenlik uygulamalarıyla net bağlantıları vardı. Zorlayıcı ders çalışmalarının, gerekli donanım eksikliğinin ve araştırma makalelerini yayınlama baskısının, araştırma ilgilerinin gelişmesine zarar verdiği ve öğrencileri ilgilenmedikleri konularda çalışma yapmaya zorladığı görülmüştür. Danışanların özerklik ve eylemlilik duygularını ihlal etmemeleri koşuluyla, danışmanların, öğrencilerinin araştırma ilgilerini geliştirmekte önemli bir rol oynadıkları bulunmuştur.

Kaynakça

  • Appel, M. L., & Dahlgren, L. G. (2003). Swedish doctoral students' experiences on their journey towards a PhD: Obstacles and opportunities inside and outside the academic building. Scandinavian Journal of Educational Research, 47(1), 89-110. https://doi.org/10.1080/00313830308608 Åkerlind, G. S. (2008). Growing and developing as a university researcher. Higher Education 55(2), 241–54. http://dx.doi.org/10.1007/s10734-007-9052-x
  • Bakhshi, H., Weisi, H., & Yousofi, N. (2019). Challenges of conducting qualitative inquiry in the Iranian ELT higher education context: Ph.D. students’ and faculty members’ voices. Journal of Language Teaching Skills, 38(1), 37-78. https://dx.doi.org/10.22099/jtls.2019.34516.2725
  • Bamberg, M. (2004). Talk, small stories, and adolescent identities. Human Development, 47(6), 366–369. http://dx.doi.org/10.1159/000081039
  • Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655-683. https://doi.org/10.1002/tesq.311
  • Barkhuizen, G. (2021). Identity dilemmas of a teacher (educator) researcher: Teacher research versus academic institutional research. Educational Action Research, 29(3), 358-377. https://doi.org/10.1080/09650792.2020.1842779
  • Barkhuizen, G., & Consoli, S. (2021). Pushing the edge in narrative inquiry. System 102. http://dx.doi.org/10.1016/j.system.2021.102656
  • Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207–213. https://doi.org/10.2307/3588331
  • Burakgazi, S. G., & Yıldırım, A. (2017). Journey into doctoral candidacy: A grounded theory study of doctoral qualification exam process. Croatian Journal of Education, 19 (1), 63-92. https://doi.org/10.15516/cje.v19i1.2017
  • Canagarajah, S. (1996). From critical research practice to critical research reporting. TESOL Quarterly, 30(2), 321–331. https://doi.org/10.2307/3588146
  • Caskey, M. M., Stevens, D. D., & Yeo, M. (2020). Examining doctoral student development of a researcher identity: Using the draw a researcher test. Impacting Education Journal on Transforming Professional Practice 5(1), 16-27. http://doi.org/10.5195/ie.2020.92
  • Clandinin, D., & Caine, V. (2008). Narrative Inquiry. In L. Given (Ed.), The Sage Encyclopedia of Qualitative Research Methods. (pp. 542-545). SAGE Publications, Inc. http://dx.doi.org/10.4135/9781412963909.n275
  • Colbeck, L. C. (2008). Professional identity development theory and doctoral education. New Directions for Teaching and Learning, 2008 (113), 9-16. https://doi.org/10.1002/tl.304
  • Cooper, K., & White, R. E. (2012). Qualitative research in the post-modern era: Contexts of qualitative research. Springer.
  • Creswell, J. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Pearson Education Inc.
  • Çepni, S., Ormancı, Ü., & Özen Uyar, R. (2018). Doktora öğrencilerinin nitel araştırma yapmaya yönelik kaygıları. Kastamonu Educational Journal, 26 (3), 875-886. https://doi.org/10.24106/kefdergi.413385
  • Dikilitaş, K., & Hanks, J. (Eds.), 2018. Developing language teachers with exploratory practice. Palgrave Macmillan.
  • Edwards, E., & Burns, A. (2016). Language teacher–researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735-745. https://doi.org/10.1002/tesq.313
  • Ersoy, A. (2015). Doktora öğrencilerinin ilk nitel araştırma deneyimlerinin günlükler aracılığıyla incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 5(5), 549-568. https://doi.org/10.14527/pegegog.2015.030
  • Ersoy, A., & Öncül, B. (2017). Araştırma yöntemleri denizinde yüzmek: Doktora öğrencilerinin Erasmus yoğun program (IP) deneyimleri. Kastamonu Eğitim Dergisi, 25 (3), 1203-1220.
  • Ezebilo, E. E. (2012). Challenges in postgraduate studies: Assessments by doctoral students in a Swedish university. Higher Education Studies, 2(4), 49-57. http://dx.doi.org/10.5539/hes.v2n4p49
  • Gardner, S. K. (2008). What’s too much and what’s too little?: The process of becoming an independent researcher in doctoral education. The Journal of Higher Education,79(3), 326-350. http://dx.doi.org/10.1353/jhe.0.0007
  • Ives, G., & Rowley, G. (2005). Supervision selection or allocation and continuity of supervision: PhD students’ progress and outcomes. Studies in Higher Education, 30(5), 535-555. https://doi.org/10.1080/03075070500249161
  • Kelly, R., & Ling, L. (2001). A post traditional supervisor supervisee relationship. In Bartlett, A. & Mercer, G. (Eds.), Postgraduate research supervision: transforming relations (pp.71-78). Peter Lang.
  • Kramp, M. K. (2004). Exploring life and experience through narrative inquiry. In K. deMarrais & S. D. Lapan (Eds.), Foundations for research: Methods of inquiry in education and the social sciences (pp.103-121). Erlbaum.
  • Lessing, A. C., & Schulze, S. (2002). Postgraduate supervision and academic support: Students' perceptions. Journal of Higher Education 16(2), 139 149. http://dx.doi.org/10.4314/sajhe.v16i2.25253
  • Lessing, A. C., & Schulze, S. (2003). Lecturers' experience of postgraduate supervision in a distance education context. South African Journal of Higher Education, 17(2). http://dx.doi.org/10.4314/sajhe.v17i2.25309
  • Liu, Y., & Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589-597. https://doi.org/10.1016/j.tate.2010.10.013
  • Llamas, J. M. C., & Boza, A. (2011). Teaching research methods for doctoral students in education: Learning to enquire in the university. International Journal of Social Research Methodology 14(1), 77– 90. https://doi.org/10.1080/13645579.2010.492136
  • Lyons, N., & LaBoskey, V. K. (2002). Why narrative inquiry or exemplars for a scholarship of teaching? In N.Lyons & V. K. LaBoskey (Eds.), Narrative inquiry in practice: Advancing the knowledge of teaching (pp.11-27). Teachers College Press.
  • Mantai, L. (2017). Feeling like a researcher: Experiences of early doctoral students in Australia. Studies in Higher Education, 42 (4), 636–650. https://doi.org/10.1080/03075079.2015.1067603
  • Maxwell, J. A. (2005). Qualitative research design: An interactive approach. Sage.
  • Mouton, J. (2001). How to succeed in your master's & doctoral studies. Van Schaik.
  • Murakami-Ramalho, E., Militello, M., & Piert, J. (2013). A view from within: How doctoral students in educational administration develop research knowledge and identity. Studies in Higher Education, 38(2), 256-271. https://doi.org/10.1080/03075079.2011.578738
  • Neumann, A., Pallas, A., & Peterson, P. (2008). Exploring the investment: Four universities’ experiences with the Spencer foundation’s research training grant program: A retrospective. Teachers College Record 110 (7), 1477 –1503. http://dx.doi.org/10.1177/016146810811000702
  • Nunan, D. (2003). Research methods in language learning. Cambridge University Press.
  • Özmen, K. S. (2016). Trends in doctoral research on English language teaching in Turkey. Educational Sciences: Theory and Practice, 16(5), 1737-1759. http://dx.doi.org/10.12738/estp.2016.5.0069
  • Özmen, Z. M., & Aydın Güç, F. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: Durum çalışması. Yükseköğretim ve Bilim Dergisi, 3 (3), 214-219. Retrieved from https://dergipark.org.tr/tr/pub/higheredusci/issue/61482/918042
  • Phillips, E. M., & Pugh, D. S. (2000). How to get a PhD. Open University Press.
  • Pyhӓltӧ, K., Peltonen, J., Castelló, M., & McAlpine, L. (2020). What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A Journal of Comparative and International Education, 50(5), 726-741. https://doi.org/10.1080/03057925.2019.1585229
  • Qaleshahzari, A., Faghih, E., & Yazdanimoghaddam, M. (2020). Investigating Iranian TEFL Ph.D. candidates’ professional identity development in the course of their doctoral education. Journal of Teaching Language Skills, 39(3.1), 131-184. https://dx.doi.org/10.22099/jtls.2020.38243.2872
  • Rahimi, M., Yousof, N., & Moradkhani, S. (2018). Research practice in higher education: Views of postgraduate students and university professors in English language teaching. Cogent Education 5(1), 1–23. https://doi.org/10.1080/02671522.2019.1615119
  • Rahimi, M., Yousofi, N., & Moradkhani, S. (2019). Exploring the professional identity construction of ELT researchers in higher education. Teaching English Language, 13(1), 85-117. http://dx.doi.org/10.22132/tel.2019.87594
  • Rahimi, M., Yousofi, N., & Moradkhani, S. (2021). How research is conceived and practised in higher education? Assumptions of masters/doctoral students and instructors. Research Papers in Education, 36(1), 1-26. https://doi.org/10.1080/02671522.2019.1615119
  • Roulston, K., Preissle, J., & Freeman, M. (2013). Becoming researchers: Doctoral students' developmental processes. International Journal of Research & Method in Education, 36(3), 252-267. https://doi.org/10.1080/1743727X.2013.806469
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. http://dx.doi.org/10.1023/A:1015630930326
  • Sever, I., & Ersoy, A. (2017). Araştırma görevlilerinin gözünden danışmanlık ve doktora süreçleri. Journal of Educational Sciences Research, 7 (1), 183-202. http://ebad-jesr.com
  • Soong, H., Tran, L. T., & Hiep, P. H. (2015). Being and becoming an intercultural doctoral student: Reflective autobiographical narratives. Reflective Practice, 16(4), 435-448. https://doi.org/10.1080/14623943.2015.1023276
  • Sverdlik, A., Hall, N.C., McAlpine, L., & Hubbard, K. (2018). The PhD Experience: A Review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388. https://doi.org/10.28945/4113
  • Vekkaila, J., Pyhӓltӧ, K., & Lonka, K. (2013). Focusing on doctoral students’ experiences of engagement in thesis work. Frontline Learning Research, 1(2), 10-32. http://dx.doi.org/10.14786/flr.v1i2.43
  • Wei, L. (2020). A narrative inquiry into a newcomer school principal’s professional development for ELLs. English Language Teaching, 13(12). https://doi.org/10.5539/elt.v13n12p57
  • Xu, X. (2021). A probe into Chinese doctoral students’ researcher identity: A volunteer-employed photography study. SAGE Open, 11(3), 1-10. https://doi.org/10.1177%2F21582440211032151
  • Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers' research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259. http://dx.doi.org/10.1177/1362168813505943
  • Ye, L., & Edwards, V. (2017). A narrative inquiry into the identity formation of Chinese doctoral students in relation to study abroad. Race, Ethnicity and Education, 20(6), 865-876. https://doi.org/10.1080/13613324.2017.1294570

Discovering and Developing Research Interests: A Narrative Inquiry into Three Doctoral Students’ Experiences

Yıl 2023, Cilt: 13 Sayı: 1, 9 - 18, 05.06.2023
https://doi.org/10.2399/yod.23.1225236

Öz

The present study implemented a narrative inquiry approach to gain a deeper understanding of how three doctoral students in Türkiye discovered their research interests. Narrative inquiry involves a careful examination of data and subsequent restorying it into chronologically ordered narratives to create an immersive and detailed representation of the participants’ lived experiences. The researcher was also interested in factors which facilitated and hindered the process of developing and sustaining the participants’ interests. Data gathered through in-depth interviews revealed that doctoral students were aware of their research interests prior to beginning their doctoral studies. Their interests had clear connections with their personal experiences and teaching practice. Demanding coursework, lack of necessary equipment and the pressure to publish research articles were found to be detrimental to the development of research interests forcing the students to conduct studies on topics they were not interested in. Finally, supervisors were found to play an essential role in fostering their students’ research interests on condition that they do not infringe on their supervisees’ autonomy and sense of agency.

Kaynakça

  • Appel, M. L., & Dahlgren, L. G. (2003). Swedish doctoral students' experiences on their journey towards a PhD: Obstacles and opportunities inside and outside the academic building. Scandinavian Journal of Educational Research, 47(1), 89-110. https://doi.org/10.1080/00313830308608 Åkerlind, G. S. (2008). Growing and developing as a university researcher. Higher Education 55(2), 241–54. http://dx.doi.org/10.1007/s10734-007-9052-x
  • Bakhshi, H., Weisi, H., & Yousofi, N. (2019). Challenges of conducting qualitative inquiry in the Iranian ELT higher education context: Ph.D. students’ and faculty members’ voices. Journal of Language Teaching Skills, 38(1), 37-78. https://dx.doi.org/10.22099/jtls.2019.34516.2725
  • Bamberg, M. (2004). Talk, small stories, and adolescent identities. Human Development, 47(6), 366–369. http://dx.doi.org/10.1159/000081039
  • Barkhuizen, G. (2016). A short story approach to analyzing teacher (imagined) identities over time. TESOL Quarterly, 50(3), 655-683. https://doi.org/10.1002/tesq.311
  • Barkhuizen, G. (2021). Identity dilemmas of a teacher (educator) researcher: Teacher research versus academic institutional research. Educational Action Research, 29(3), 358-377. https://doi.org/10.1080/09650792.2020.1842779
  • Barkhuizen, G., & Consoli, S. (2021). Pushing the edge in narrative inquiry. System 102. http://dx.doi.org/10.1016/j.system.2021.102656
  • Bell, J. S. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, 36(2), 207–213. https://doi.org/10.2307/3588331
  • Burakgazi, S. G., & Yıldırım, A. (2017). Journey into doctoral candidacy: A grounded theory study of doctoral qualification exam process. Croatian Journal of Education, 19 (1), 63-92. https://doi.org/10.15516/cje.v19i1.2017
  • Canagarajah, S. (1996). From critical research practice to critical research reporting. TESOL Quarterly, 30(2), 321–331. https://doi.org/10.2307/3588146
  • Caskey, M. M., Stevens, D. D., & Yeo, M. (2020). Examining doctoral student development of a researcher identity: Using the draw a researcher test. Impacting Education Journal on Transforming Professional Practice 5(1), 16-27. http://doi.org/10.5195/ie.2020.92
  • Clandinin, D., & Caine, V. (2008). Narrative Inquiry. In L. Given (Ed.), The Sage Encyclopedia of Qualitative Research Methods. (pp. 542-545). SAGE Publications, Inc. http://dx.doi.org/10.4135/9781412963909.n275
  • Colbeck, L. C. (2008). Professional identity development theory and doctoral education. New Directions for Teaching and Learning, 2008 (113), 9-16. https://doi.org/10.1002/tl.304
  • Cooper, K., & White, R. E. (2012). Qualitative research in the post-modern era: Contexts of qualitative research. Springer.
  • Creswell, J. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Pearson Education Inc.
  • Çepni, S., Ormancı, Ü., & Özen Uyar, R. (2018). Doktora öğrencilerinin nitel araştırma yapmaya yönelik kaygıları. Kastamonu Educational Journal, 26 (3), 875-886. https://doi.org/10.24106/kefdergi.413385
  • Dikilitaş, K., & Hanks, J. (Eds.), 2018. Developing language teachers with exploratory practice. Palgrave Macmillan.
  • Edwards, E., & Burns, A. (2016). Language teacher–researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735-745. https://doi.org/10.1002/tesq.313
  • Ersoy, A. (2015). Doktora öğrencilerinin ilk nitel araştırma deneyimlerinin günlükler aracılığıyla incelenmesi. Pegem Eğitim ve Öğretim Dergisi, 5(5), 549-568. https://doi.org/10.14527/pegegog.2015.030
  • Ersoy, A., & Öncül, B. (2017). Araştırma yöntemleri denizinde yüzmek: Doktora öğrencilerinin Erasmus yoğun program (IP) deneyimleri. Kastamonu Eğitim Dergisi, 25 (3), 1203-1220.
  • Ezebilo, E. E. (2012). Challenges in postgraduate studies: Assessments by doctoral students in a Swedish university. Higher Education Studies, 2(4), 49-57. http://dx.doi.org/10.5539/hes.v2n4p49
  • Gardner, S. K. (2008). What’s too much and what’s too little?: The process of becoming an independent researcher in doctoral education. The Journal of Higher Education,79(3), 326-350. http://dx.doi.org/10.1353/jhe.0.0007
  • Ives, G., & Rowley, G. (2005). Supervision selection or allocation and continuity of supervision: PhD students’ progress and outcomes. Studies in Higher Education, 30(5), 535-555. https://doi.org/10.1080/03075070500249161
  • Kelly, R., & Ling, L. (2001). A post traditional supervisor supervisee relationship. In Bartlett, A. & Mercer, G. (Eds.), Postgraduate research supervision: transforming relations (pp.71-78). Peter Lang.
  • Kramp, M. K. (2004). Exploring life and experience through narrative inquiry. In K. deMarrais & S. D. Lapan (Eds.), Foundations for research: Methods of inquiry in education and the social sciences (pp.103-121). Erlbaum.
  • Lessing, A. C., & Schulze, S. (2002). Postgraduate supervision and academic support: Students' perceptions. Journal of Higher Education 16(2), 139 149. http://dx.doi.org/10.4314/sajhe.v16i2.25253
  • Lessing, A. C., & Schulze, S. (2003). Lecturers' experience of postgraduate supervision in a distance education context. South African Journal of Higher Education, 17(2). http://dx.doi.org/10.4314/sajhe.v17i2.25309
  • Liu, Y., & Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies. Teaching and Teacher Education, 27(3), 589-597. https://doi.org/10.1016/j.tate.2010.10.013
  • Llamas, J. M. C., & Boza, A. (2011). Teaching research methods for doctoral students in education: Learning to enquire in the university. International Journal of Social Research Methodology 14(1), 77– 90. https://doi.org/10.1080/13645579.2010.492136
  • Lyons, N., & LaBoskey, V. K. (2002). Why narrative inquiry or exemplars for a scholarship of teaching? In N.Lyons & V. K. LaBoskey (Eds.), Narrative inquiry in practice: Advancing the knowledge of teaching (pp.11-27). Teachers College Press.
  • Mantai, L. (2017). Feeling like a researcher: Experiences of early doctoral students in Australia. Studies in Higher Education, 42 (4), 636–650. https://doi.org/10.1080/03075079.2015.1067603
  • Maxwell, J. A. (2005). Qualitative research design: An interactive approach. Sage.
  • Mouton, J. (2001). How to succeed in your master's & doctoral studies. Van Schaik.
  • Murakami-Ramalho, E., Militello, M., & Piert, J. (2013). A view from within: How doctoral students in educational administration develop research knowledge and identity. Studies in Higher Education, 38(2), 256-271. https://doi.org/10.1080/03075079.2011.578738
  • Neumann, A., Pallas, A., & Peterson, P. (2008). Exploring the investment: Four universities’ experiences with the Spencer foundation’s research training grant program: A retrospective. Teachers College Record 110 (7), 1477 –1503. http://dx.doi.org/10.1177/016146810811000702
  • Nunan, D. (2003). Research methods in language learning. Cambridge University Press.
  • Özmen, K. S. (2016). Trends in doctoral research on English language teaching in Turkey. Educational Sciences: Theory and Practice, 16(5), 1737-1759. http://dx.doi.org/10.12738/estp.2016.5.0069
  • Özmen, Z. M., & Aydın Güç, F. (2013). Doktora eğitimi ile ilgili yaşanan zorluklar ve baş etme stratejileri: Durum çalışması. Yükseköğretim ve Bilim Dergisi, 3 (3), 214-219. Retrieved from https://dergipark.org.tr/tr/pub/higheredusci/issue/61482/918042
  • Phillips, E. M., & Pugh, D. S. (2000). How to get a PhD. Open University Press.
  • Pyhӓltӧ, K., Peltonen, J., Castelló, M., & McAlpine, L. (2020). What sustains doctoral students’ interest? Comparison of Finnish, UK and Spanish doctoral students’ perceptions. Compare: A Journal of Comparative and International Education, 50(5), 726-741. https://doi.org/10.1080/03057925.2019.1585229
  • Qaleshahzari, A., Faghih, E., & Yazdanimoghaddam, M. (2020). Investigating Iranian TEFL Ph.D. candidates’ professional identity development in the course of their doctoral education. Journal of Teaching Language Skills, 39(3.1), 131-184. https://dx.doi.org/10.22099/jtls.2020.38243.2872
  • Rahimi, M., Yousof, N., & Moradkhani, S. (2018). Research practice in higher education: Views of postgraduate students and university professors in English language teaching. Cogent Education 5(1), 1–23. https://doi.org/10.1080/02671522.2019.1615119
  • Rahimi, M., Yousofi, N., & Moradkhani, S. (2019). Exploring the professional identity construction of ELT researchers in higher education. Teaching English Language, 13(1), 85-117. http://dx.doi.org/10.22132/tel.2019.87594
  • Rahimi, M., Yousofi, N., & Moradkhani, S. (2021). How research is conceived and practised in higher education? Assumptions of masters/doctoral students and instructors. Research Papers in Education, 36(1), 1-26. https://doi.org/10.1080/02671522.2019.1615119
  • Roulston, K., Preissle, J., & Freeman, M. (2013). Becoming researchers: Doctoral students' developmental processes. International Journal of Research & Method in Education, 36(3), 252-267. https://doi.org/10.1080/1743727X.2013.806469
  • Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71-92. http://dx.doi.org/10.1023/A:1015630930326
  • Sever, I., & Ersoy, A. (2017). Araştırma görevlilerinin gözünden danışmanlık ve doktora süreçleri. Journal of Educational Sciences Research, 7 (1), 183-202. http://ebad-jesr.com
  • Soong, H., Tran, L. T., & Hiep, P. H. (2015). Being and becoming an intercultural doctoral student: Reflective autobiographical narratives. Reflective Practice, 16(4), 435-448. https://doi.org/10.1080/14623943.2015.1023276
  • Sverdlik, A., Hall, N.C., McAlpine, L., & Hubbard, K. (2018). The PhD Experience: A Review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388. https://doi.org/10.28945/4113
  • Vekkaila, J., Pyhӓltӧ, K., & Lonka, K. (2013). Focusing on doctoral students’ experiences of engagement in thesis work. Frontline Learning Research, 1(2), 10-32. http://dx.doi.org/10.14786/flr.v1i2.43
  • Wei, L. (2020). A narrative inquiry into a newcomer school principal’s professional development for ELLs. English Language Teaching, 13(12). https://doi.org/10.5539/elt.v13n12p57
  • Xu, X. (2021). A probe into Chinese doctoral students’ researcher identity: A volunteer-employed photography study. SAGE Open, 11(3), 1-10. https://doi.org/10.1177%2F21582440211032151
  • Xu, Y. (2014). Becoming researchers: A narrative study of Chinese university EFL teachers' research practice and their professional identity construction. Language Teaching Research, 18(2), 242-259. http://dx.doi.org/10.1177/1362168813505943
  • Ye, L., & Edwards, V. (2017). A narrative inquiry into the identity formation of Chinese doctoral students in relation to study abroad. Race, Ethnicity and Education, 20(6), 865-876. https://doi.org/10.1080/13613324.2017.1294570
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Magdalena Keskin 0000-0002-4017-4326

Erken Görünüm Tarihi 1 Haziran 2023
Yayımlanma Tarihi 5 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Keskin, M. (2023). Discovering and Developing Research Interests: A Narrative Inquiry into Three Doctoral Students’ Experiences. Yükseköğretim Dergisi, 13(1), 9-18. https://doi.org/10.2399/yod.23.1225236

Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.

TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.