Talking, reading, and writing like an educational psychologist: The role of discourse practices in graduate students' professional identity development

Jongho Park, Diane L. Schallert

Research output: Contribution to journalArticle

Abstract

This study explored the role played by the development of discourse practices specific to a discipline in the professional identity development of graduate students. Qualitative methods were used to track 34 students at different stages of their doctoral programs, marked by important signposts of progress in their graduate studies in educational psychology. Grounded theory methods led to two themes: (a) students recognizing to varying degrees the need to change their ways of talking, reading, and writing, grounded in experiences with coursework, research activities, practicum sites, and various writing projects; and (b) formal and informal learning communities acting as sites to encourage students' development of disciplinary communication skills, including oral and written forms, as well as their professional identity. Findings highlighted how social science graduate students, throughout their program, developed their professional identity even as they acquired disciplinary discourse practices relevant to various professional situations they encounter.

Original languageEnglish (US)
Article number100243
JournalLearning, Culture and Social Interaction
Volume22
DOIs
StatePublished - Sep 1 2019

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psychologist
graduate
discourse
student
educational psychology
informal learning
communication skills
grounded theory
qualitative method
social science
community
experience

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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