Identity reconstruction through reflection and reflexivity: a new journey beyond the Ph.D. dissertation

ABSTRACT

In the post Ph.D. thesis period, Simon, the only participant in this study was encouraged to reflect on his learning process by his supervisor through interviews. Simon had already reflected on the practice of colleagues during the thesis process; however, this follow-up study brought out the researcher’s own voice. Taking a view of identity that emphasizes the interaction between the personal and the professional, the study reveals that Simon was able to understand how reflection on a wide range of incidents and memories, and the classification and thematising of these, led to insights into his own identity growth. The analysis of his own interview data led to reflection on the connections between different aspects of identity. As the analysis progressed, self-confidence and self-realisation emerged as personal themes, and changed teaching content, and changed relationships with students, as professional themes. The learning in the thesis became subject to greater scrutiny, or meta-reflection, and he was able to compare himself with thesis participants, and insights into his changed identity in relation to them. The links emerging involved his roles as writer, researcher, learner and teacher. Some implications for thesis supervision are provided.

KEYWORDS:

• Reflective Practice
• Teacher Identity
• Reflective Writing
• Reflective Learning
• Doctoral Thesis

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kenan Dikilitaş

Kenan Dikilitaş is a Professor at the Department of Education, University of Stavanger, Norway. He has published widely in many areas including Teacher Research, mentoring and bilingual education.

Simon Mumford

Simon Mumford is an English teacher at Izmir University of Economics, Turkey. He has a Ph.D. in English Language Teaching. His interests include teacher identity, researcher identity and academic writing