Abstract:

This paper explores the way in which doctoral research informs the identity of educators and impacts on their practice. The study seeks to contribute to an understanding of the values educators hold and their perceptions of their professionalism, autonomy, their attitudes to research and research-based practice. Hoyle & John (1995) state that professionalism has three key issues; knowledge, autonomy and responsibility and Beck (2010) suggests that for an individual to retain autonomy and be considered a professional, they should actively determine their position as a professional educator. Helsby (1999) highlights that educator professionalism is constantly changing and being redefined to serve different interests, which can lead to a fragmented professional position and have a negative impact on their morale and sense of professionalism. This paper argues that reflecting on the theoretical, professional and research positions through a programme of doctoral study can support and impact on the professional identity of participants.

The research is located in the interpretivist paradigm using Creswell’s view of constructivism as holding a different world view from others (2014). Evidence collection and analysis is informed by a mixed-methods approach (Bryman, 2006; Tashakkori & Teddlie, 2010) including a word collection activity, survey evidence and a self-selected focus group. Evidence in these varied forms were gathered from over a hundred doctoral students, at varying stages of their career, participating in a doctoral research programme. Among participants, a significant element of variability characterised their professional settings, but all evidence relates to their perceptions of professionalism informed by doctoral study. Participants identified professional and personally held values and beliefs, professional characteristics the influence of professional standards on practice, reflection on the nature of their professional context and the role of research in the exploration of their concept of professionalism.

The research indicated the impact of doctoral study on the construction and reappraisal of the professional identity of the participants in relation to their personal and professional values and their research informed constructions of self in a constantly changing Education environment. It explores how through ‘facilitated collaborative professionalism’, (Hargreaves & Connor, 2018, p115) they generate a deeper understanding of their role. It also considers how they maintain and strengthen their professional positions, agency, and collective voice, through using their developing researcher self, in and beyond their own doctoral studies.

References:
[1] Beck, J. (2010). Governmental Professionalism: Re-Professionalising or De-Professionalising Teachers in England? British Journal of Education Studies. 56(2), 119-143.
[2] Bryman, A. (Ed.), 2016. Mixed Methods. Sage: London.
[3] Hargreaves, A. and M. O'Connor (2018). Collaborative Professionalism: When teaching together means learning for all. California, United State of America, Corwin.
[4] Helsby, G. (1999). Multiple truths and contested realities: the changing faces of teacher professionalism in England. In C. Day, A. Fernandez, T. Hague and [5] J. Moller (eds) The Life and Work of Teachers (London, Falmer).
[6] Hoyle, E., and John, P (1995). Professional Knowledge and Professional Practice. British Journal of Educational Studies. 44, 46.

Keywords:

Educator, Professionalism, Research.