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dc.contributor.authorBurnard, Pen
dc.contributor.authorDragovic, Ten
dc.contributor.authorOttewell, Ken
dc.contributor.authorLim, WMen
dc.date.accessioned2021-09-21T10:35:02Z
dc.date.available2021-09-21T10:35:02Z
dc.date.issued2018-03-01en
dc.identifier.issn1474-8460en
dc.identifier.urihttp://hdl.handle.net/10026.1/17893
dc.description.abstract

Although there is increasing interest in how learning to become a researching professional is understood by students undertaking a professional doctorate of education (EdD), the topic remains under-researched and under-theorized. In this article, we provide a set of theorizations, starting with the purpose and distinctiveness of the professional doctorate and the researching professional identity as this is understood by students and staff participating in the EdD programme in one university in the United Kingdom (UK). This is followed by a re-theorization of the researching professional as they develop a reflexive disposition to connect the workplace and the university as the subject and object of the same critical stance. We explore: how the professional doctorate may be understood as practices of diverse researching professionals at different phases and stages of their doctoral journey; the imperative of critical reflexivity as one moves from practitioner to researching professional; and the placing of ‘practice’ at the nexus of the workplace, the university (doctoral programme) and leading professional change. We conclude with a merging of theorizations building on the being and doing of reflexive practice by EdD doctoral educators/supervisors and doctoral students/researching professionals. Our theorizations are drawn from insights arising from recent EdD research projects (Burnard et al., 2016; Burnard et al., 2018; Heaton et al., forthcoming), and highlighted by narratives from two EdD students currently on a part-time EdD programme.

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dc.format.extent40 - 55en
dc.language.isoenen
dc.titleVoicing the professional doctorate and the researching professional’s identity: Theorizing the EdD’s uniquenessen
dc.typeJournal Article
plymouth.issue1en
plymouth.volume16en
plymouth.publication-statusPublisheden
plymouth.journalLondon Review of Educationen
dc.identifier.doi10.18546/LRE.16.1.05en
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business
plymouth.organisational-group/Plymouth/Faculty of Arts, Humanities and Business/Plymouth Business School
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA17 Business and Management Studies
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dc.identifier.eissn1474-8479en
dc.rights.embargoperiodNot knownen
rioxxterms.versionofrecord10.18546/LRE.16.1.05en
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.typeJournal Article/Reviewen


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