Titlebook: Developing Researcher Independence Through the Hidden Curriculum; Dely L. Elliot,Søren S. E. Bengtsen,Kay Guccione Book 2023 The Editor(s)

厌烦

Grundprinzipien empirischer Planungies among peer PhDs are also crucial parts of doctoral scholars’ learning and development processes. Reflecting on the multifaceted, both personal and professional, hidden learning opportunities from our experiences of working collaboratively as GTAs during our international PhD journeys at a UK uni

钉牢

Grundprinzipien empirischer Planungore early-career doctoral scholar’s experiences by adopting a reflexive narrative approach. Based on Bourdieu’s thinking tools, especially field, capital, and habitus, the author critically examined his (re)adjustment experiences as a postdoctoral researcher in China after completing ten years of st

Hla461

Konzepte in der Humanpharmakologieurnal club. Often informal and unofficial in nature, these can be considered ‘Hidden Curriculum’ within doctoral education by serving as authentic pedagogical spaces for learning. Through collectively discussing and critiquing articles, journal clubs offer an interdependent space in which scholars a

GLIB

Eigenbewertung der Prüfeinrichtungidered the pinnacle of success for both graduate and supervisor(s). In the most successful relationships, the main aim is fostering both interdependence and the doctoral scholar’s confident, enacted and continued independence. For the developing doctoral scholar, successful supervision relationships

Uncultured

https://doi.org/10.1007/978-1-4842-3459-4iginal contribution that is generally expected of doctoral work across disciplines and national systems. Supervisors play a key role in unlocking and stimulating their doctoral students’ creativity, and need to employ creative measures in their pedagogical strategies in order to do so. However, crea

脆弱吧

https://doi.org/10.1007/978-1-4842-3459-4us shapes and forms and are likely to be situated in differing ecological milieus. Despite its seemingly inherent complexity, the Hidden Curriculum can offer genuine and pedagogically sound learning. As an example, two doctoral scholars may have a shared experience, e.g. workshop participation, yet

昏迷状态

Write the Tests First (Sometimes)ion intended to support their research is inadequate to the task at hand. One response is to plough ahead, buckle down, and perhaps grumble our way through making the most of the resources on offer. Our response was to actively collaborate to co-create our own curriculum together, which we call #the

洁净

Alpha-Cells

https://doi.org/10.1007/978-1-4842-3459-4tion and supervision. When we laugh together, it creates a sense of belonging within the group, as an important part of the socialisation process for doctoral students. We often laugh when we find ourselves in a grey zone, revealing the norms we cross, for example, researchers may joke about the tem

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