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Wando Mount Pleasant Library
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Village Library
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Keith Summey North Charleston Library
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Hurd/St. Andrews Library
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Edisto Island Library
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9 a.m. - 8 p.m.
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Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Researching Doctoral Pedagogy Close up: Design and Action in Two Doctoral Programmes
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- Author(s): Danby, Susan; Lee, Alison
- Language:
English- Source:
Australian Universities' Review. 2012 54(1):19-28.- Publication Date:
2012- Document Type:
Journal Articles
Reports - Descriptive - Language:
- Additional Information
- Availability: National Tertiary Education Union. PO Box 1323, South Melbourne 3205, Australia. Tel: +61-3-92541910; Fax: +61-3-92541915; e-mail: [email protected]; Web site: http://www.aur.org.au
- Peer Reviewed: Y
- Source: 10
- Education Level: Higher Education
Postsecondary Education - Subject Terms: Foreign Countries; Graduate Students; Social Action; Doctoral Programs; Program Design; Instructional Design; Instructional Innovation; International Education; Internet; Computer Mediated Communication; Computer Assisted Instruction; Web 2.0 Technologies; Program Descriptions; Transcripts (Written Records); Networks; Research Skills; Data Analysis; Educational Technology; Graduate School Faculty; College Curriculum; Student Research; Educational Environment; Educational Policy; Educational Change; Educational Trends; Educational Practices; Case Studies; Supervisors
- Subject Terms:
- ISSN: 0818-8068
- Abstract: With growing international interest in diversifying sites for pedagogical work within the doctorate, doctoral programmes of different kinds are being developed in different disciplinary, institutional and national settings. However, little is known about how the pedagogical work of these programmes is designed and enacted, and with what effects. In this paper, we present two cases of doctoral pedagogical work being undertaken within different disciplinary and institutional settings to describe how learning opportunities were designed and to theorise what it means to be engaged in doing doctoral pedagogy. Starting from the position that working from a design model supports systematic and rigorous documentation and development of pedagogy, we employ the twin concepts of design and action, drawing broadly on rhetorical and ethnomethodological understandings of pedagogy as social action. Of particular interest within the concept of design itself is the concept of enactment, the translation of designs into the practices of doctoral work. Together, the two cases become a resource for "slowing down" and making visible the practices of doctoral pedagogy that often go unrecognised because they appear so ordinary and everyday. This call for examining close-up existing doctoral education practices and relationships is attending to the "next challenge for doctoral education" (Green, 2009).
- Abstract: As Provided
- Number of References: 30
- Publication Date: 2012
- Accession Number: EJ968492
- Availability:
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