Enacted signature pedagogy and becoming an academic: The case of an applied linguistics doctoral programme

The proposal by Shulman and his colleagues to identify the signature pedagogy of EdD degrees has led many researchers to engage in identifying the signature pedagogy of doctoral programmes of varied disciplines. Most research, however, focuses on the pedagogy in plan, leaving a research gap on implemented signature pedagogy. This paper contributes to filling the gap by analysing a PhD programme as implemented using a “successful” Applied Linguistics programme as a case. Analysing the shared, implemented pedagogy in a weekly research seminar series and PhD supervision, this paper makes a unique contribution of capturing the signature pedagogy, in particular, the subtle and intangible processes, which a doctoral programme uses to guide its peripheral members to become fully-fledged academics.
自舒爾曼教授及其團隊提出標誌性教學法(the signature pedagogy )以來，這一方法被廣泛應用在諸多學科的博士培養中，相關研究也日益增多，但大都集中在對這一方法的教學應用的探索上，相比之下，對標誌性教學法應用成效的研究相對不足。本文以應用語言學專業博士培養為個案，分析了標誌性教學在博士生每周科研例會中的應用，探究了這一方法在博士生從初級科研者成長為成熟的研究人員過程中複雜、隱性的建構作用。Copyright © 2020 中國社會科學出版社.