Perceptions of Early Career Researchers Regarding Competence Development

Authors

DOI:

https://doi.org/10.19083/ridu.2018.738

Keywords:

doctoral training, research training, development of competences, affectivity in learning, researcher identity

Abstract

Doctoral studies lead to the highest level of academic qualification, promoting the development of competences that enable individuals to perform as leaders in the generation of scientific knowledge and its application in the improvement of society, through research and innovation. The process of acquiring competences involves a demanding and long-lasting training path that entails difficulties that must be overcome with the help of both personal and contextual factors. In this research, information has been gathered on the perceptions of trainee researchers (8 participants: 5 women and 3 men) regarding the learning process at the three moments of the doctoral program: learning expectations, difficulties and resources at the beginning, difficulties and support experienced, as well as partial learning perceived in the process, and learning perceived at the end, once the doctoral thesis has been defended and approved. The results have made it possible to identify the fundamental contextual and individual aspects in each of the three moments of the researchers’ training. These findings have important implications for the planning and development of doctoral training programs.

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Author Biographies

Lourdes Villardón-Gallego, Universidad de Deusto, Bilbao, España

Catedrática Departamento Didáctica y Desarrollo Curriculum. Facultad de Psicología y Educación

Beatriz Villarejo Carballido, Universidad de Deusto, Bilbao, España

Facultad de Psicología y Educación

Published

2018-11-16

How to Cite

Villardón-Gallego, L., & Villarejo Carballido, B. (2018). Perceptions of Early Career Researchers Regarding Competence Development. Revista Digital De Investigación En Docencia Universitaria, 12(2), 157–179. https://doi.org/10.19083/ridu.2018.738