Methodological becoming: Doctoral students' perceptions of their methodological journeys

2021 
Purpose-To investigate, and illustrate, the potential relationships between doctoral students' life histories and educational experiences and their methodological understanding and assumptions. Methodology/Design-The qualitative research design consisted of life history interviews with 9 doctoral researchers in the UK in disciplines relating to the social sciences. Findings-The study indicated that the students' methodological assumptions may be understood as a socially constructed product of their life histories and academic experiences. Experiences of postgraduate research training were presented as having the potential to unlock the methodological consciousness required to re-frame these experiences, improve understanding and resolve methodological conflict. Originality-This paper provides an insight into the complex nature of the development of methodological understanding and a provocation for considering methodological becoming through the lens of socialisation. This may have utility for both doctoral students and educators.
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