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首页> 外文期刊>British Educational Research Journal >Exploring transition to postgraduate study: shifting identities in interaction with communities, practice and participation
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Exploring transition to postgraduate study: shifting identities in interaction with communities, practice and participation

机译：探索向研究生学习的过渡：在与社区，实践和参与的互动中转变身份

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摘要

There has been relatively little research to date that has explored the transition to postgraduate study. This paper reports findings from a project (funded by the UK's Higher Education Academy) that sought to address this gap. The research project was ethnographic and explored university practice and student participation in five UK universities. A significant emergent feature of the research was that a multiplicity of identities construct student experience and contribute to student transition. This finding provides support for learning theory that argues for inextricable links between learning and wider social identities. Moreover, the process of negotiating an academic identity in light of wider experience and university practices emerged as a key factor in understanding transition together with the imperative for independent study, which was a particularly powerful practice that necessitated complex identity negotiations in order to enable full participation in the university community of practice.
机译：迄今为止，很少有研究探索向研究生学习的过渡。本文报告了一个项目（由英国高等教育学院资助）的发现，该项目试图解决这一差距。该研究项目是人种志项目，并探讨了英国五所大学的大学实践和学生参与情况。该研究的一个重要新兴特征是，多种身份构成了学生的经历，并为学生的过渡做出了贡献。这一发现为学习理论提供了支持，该理论主张学习与更广泛的社会身份之间有着千丝万缕的联系。此外，根据广泛的经验和大学实践来进行学术身份谈判的过程已成为理解过渡和独立学习的必要条件的关键因素，这是一项特别有力的实践，需要进行复杂的身份谈判才能充分参与在大学实践社区中。

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