Work

Shaping Pedagogical Identities: A Collaborative Autoethnography of a Virtual Doctoral Student Pedagogy Peer Mentoring Group

Year: 2025

Type: article

Abstract: In this collaborative autoethnography (CAE), we examine a virtual doctoral (PhD) student pedagogy peer mentoring group’s experience within a social work program at a northeastern U.S. public research university. Our focus is on the experiences of PhD students who are preparing to teach. Utilizing CAE as our methodological approach, we identified themes salient to our group experiences. Key themes include navigating role and identity transitions, the value of community, the need for enhanced institutional support, and the role of educators as gatekeepers. Our findings underscore peer mentorship as a crucial component of doctoral training, not only for fostering camaraderie and reducing isolation, but also for enhancing teaching preparedness. We recommend implementing structured peer mentorship, expanding pedagogical training, and strengthening institutional support to better prepare doctoral students for teaching.

Source: Advances in Social Work

DOI: 10.18060/28452

Authors: Elizabeth J. Goldsborough, Lukas Champagne, Breana A. Bietsch

Institution: University of Connecticut

Language: English

Topic: Doctoral Education Challenges and Solutions

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: York University, National Institute on Drug Abuse