Am I Supposed to Create Knowledge?: Pedagogical Challenges of Doctoral Mentors Cover Image

Am I Supposed to Create Knowledge?: Pedagogical Challenges of Doctoral Mentors
Am I Supposed to Create Knowledge?: Pedagogical Challenges of Doctoral Mentors

Author(s): Jung-ah Choi
Subject(s): Higher Education , Methodology and research technology
Published by: Üniversite Park Ltd. Sti.
Keywords: doctoral mentor; knowledge; pedagogical challenges;

Summary/Abstract: This paper discusses the nature and characteristics of doctoral dissertation learning and the role of mentor in the dissertation stage. Doctoral level education requires a considerable degree of learner’s independent thinking. While independence has been discussed as a personal trait or in relation to the socialization of doctoral education, independence has rarely been discussed as a higher level of cognitive development necessary to create new knowledge. When students transition from a consumer of knowledge to a creator/owner of knowledge, they are required to adopt a new epistemology, i.e., a new way of knowing. How do doctoral advisors/mentors successfully open students to a new way of knowing? This paper addresses the pedagogical foundations of doctoral advising. Drawing on theories of student-centered pedagogy and self-directed learning, this paper attempts to conceptualize the doctoral supervisor’s role in the case of doctoral supervision.

  • Issue Year: 8/2019
  • Issue No: 2
  • Page Range: 145-152
  • Page Count: 8
  • Language: English