Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation

The article describes the path taken by a doctoral student during her training supervised by a team composed of a director and of two assistant directors. Faced with the main challenge presented by this process, the relational dimension played a preponderant but often obscure role. The purpose of th...

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Autores principales:	Josée Lachance, Jean-François Desbiens, Université de Sherbrooke, Sherbrooke, Canada, Jean-François.Desbiens@Usherbrooke.ca
Formato:	article
Lenguaje:	FR
Publicado:	Association Internationale de Pédagogie Universitaire 2021
Materias:	collaboration études doctorales encadrement direction de recherche accompagnement Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ecde9e2efcfa410fbc1cf9def1459727
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spelling	oai:doaj.org-article:ecde9e2efcfa410fbc1cf9def14597272021-12-02T10:49:47ZCollaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation2076-842710.4000/ripes.3554https://doaj.org/article/ecde9e2efcfa410fbc1cf9def14597272021-11-01T00:00:00Zhttp://journals.openedition.org/ripes/3554https://doaj.org/toc/2076-8427The article describes the path taken by a doctoral student during her training supervised by a team composed of a director and of two assistant directors. Faced with the main challenge presented by this process, the relational dimension played a preponderant but often obscure role. The purpose of this article is to track down the significant steps and the characteristics of the collaboration experienced, with a supervision or an accompaniment pole. In order to grasp this complex process, the collaboration and accompaniment concepts are developed further. A documentary research process was conducted to complement self-explicitation and interview sessions with the thesis supervision team. The supervision process is presented from the angle of a collaboration in four phases: the apprentice, the intermediate transformation period, the journeyman and the master (Narcy-Combes, 2001). It highlights the conditions that promoted the tipping point towards autonomy as experienced by the doctoral student, which led to her identity building as a researcher. Confidence building and respect were the basic conditions towards identity transformation and autonomy. As crisis happened, they were managed from a mediation between the supervision and accompaniment poles embraced by different team members. This article provides an incursion, from the future researcher’s point of view, in the heart of the narrow collaboration process which took place between her and the members of her supervision team.Josée LachanceJean-François DesbiensUniversité de SherbrookeSherbrookeCanadaJean-François.Desbiens@Usherbrooke.caAssociation Internationale de Pédagogie Universitairearticlecollaborationétudes doctoralesencadrementdirection de rechercheaccompagnementEducationLSpecial aspects of educationLC8-6691FRRevue Internationale de Pédagogie de l’Enseignement Supérieur, Vol 37 (2021)
institution	DOAJ
collection	DOAJ
language	FR
topic	collaboration études doctorales encadrement direction de recherche accompagnement Education L Special aspects of education LC8-6691
spellingShingle	collaboration études doctorales encadrement direction de recherche accompagnement Education L Special aspects of education LC8-6691 Josée Lachance Jean-François Desbiens Université de Sherbrooke Sherbrooke Canada Jean-François.Desbiens@Usherbrooke.ca Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation
description	The article describes the path taken by a doctoral student during her training supervised by a team composed of a director and of two assistant directors. Faced with the main challenge presented by this process, the relational dimension played a preponderant but often obscure role. The purpose of this article is to track down the significant steps and the characteristics of the collaboration experienced, with a supervision or an accompaniment pole. In order to grasp this complex process, the collaboration and accompaniment concepts are developed further. A documentary research process was conducted to complement self-explicitation and interview sessions with the thesis supervision team. The supervision process is presented from the angle of a collaboration in four phases: the apprentice, the intermediate transformation period, the journeyman and the master (Narcy-Combes, 2001). It highlights the conditions that promoted the tipping point towards autonomy as experienced by the doctoral student, which led to her identity building as a researcher. Confidence building and respect were the basic conditions towards identity transformation and autonomy. As crisis happened, they were managed from a mediation between the supervision and accompaniment poles embraced by different team members. This article provides an incursion, from the future researcher’s point of view, in the heart of the narrow collaboration process which took place between her and the members of her supervision team.
format	article
author	Josée Lachance Jean-François Desbiens Université de Sherbrooke Sherbrooke Canada Jean-François.Desbiens@Usherbrooke.ca
author_facet	Josée Lachance Jean-François Desbiens Université de Sherbrooke Sherbrooke Canada Jean-François.Desbiens@Usherbrooke.ca
author_sort	Josée Lachance
title	Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation
title_short	Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation
title_full	Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation
title_fullStr	Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation
title_full_unstemmed	Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation
title_sort	collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation
publisher	Association Internationale de Pédagogie Universitaire
publishDate	2021
url	https://doaj.org/article/ecde9e2efcfa410fbc1cf9def1459727
work_keys_str_mv	AT joseelachance collaborationetconstructionidentitaireduneetudiantechercheuseaudoctorateneducation AT jeanfrancoisdesbiens collaborationetconstructionidentitaireduneetudiantechercheuseaudoctorateneducation AT universitedesherbrooke collaborationetconstructionidentitaireduneetudiantechercheuseaudoctorateneducation AT sherbrooke collaborationetconstructionidentitaireduneetudiantechercheuseaudoctorateneducation AT canada collaborationetconstructionidentitaireduneetudiantechercheuseaudoctorateneducation AT jeanfrancoisdesbiensusherbrookeca collaborationetconstructionidentitaireduneetudiantechercheuseaudoctorateneducation
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Collaboration et construction identitaire d’une étudiante chercheuse au doctorat en éducation

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