摘要
学术社会化是博士生成为研究者的必经之路。从事学术职业是教育学博士生的主要归宿,其学术社会化经历却鲜为人知。基于扎根理论分析15位教育学博士(生)的深度访谈资料,结合6所高校博士生培养相关文本,探究学术社会化的核心要素与作用机理,构建教育学博士生学术社会化模型。研究发现:读博动机主要在预期社会化阶段发挥作用;院系制度与人际互动是集体社会化阶段的保障性和支持性要素;个人社会化阶段视自我主导力与组织支持程度的高低,分化出主动建构、自我沉淀、寻找外援及接受规训4种类型。高匹配度的导生关系、支持性的制度环境利于激发和维持强动机,顺利实现学术社会化。
Socialization in graduate school is the gateway for doctoral students to become researchers.Pursuing an academic career is doctoral students' main pedagogical destination;however,little is known about their academic journey.Based on the coding of grounded theory,this paper analyzed the in-depth interview data of 15doctoral students and the institutional texts of 6 colleges,explored the core elements and mechanism of their academic socialization,and constructed the academic socialization model for doctoral students in pedagogy.The study found that motivation mainly plays a role in the expected socialization phase;The institution and interpersonal interaction are the guarantee and supporting elements in the stage of collective socialization;The stage of personal socialization depends on the level of self-leadership and organizational support,dividing four categories:active construction,self-accumulation,seeking outside assistance,and receiving discipline.Well-matched mentoring relationships and a supportive institutional environment help maintain and sustain their strong motivation and achieve academic socialization successfully.
作者
赵鑫
朱佳妮
ZHAO Xin;ZHU Jiani(Shanghai Jiao Tong University,Shanghai 200240)
出处
《中国高教研究》
CSSCI
北大核心
2023年第6期86-92,共7页
China Higher Education Research
关键词
学术社会化
博士生教育
教育学博士生
学术职业
academic socialization
doctoral education
doctoral students in pedagogy
academic careers
作者简介
赵鑫,上海交通大学教育学院博士研究生,上海200240;朱佳妮,上海交通大学教育学院副教授,上海200240。
