ABSTRACT Developing a research identity is a critical space for novice researchers in teacher education. This self-study explores the experiences of a postgraduate Master of Education student who was working as a novice research assistant with her supervisor to explain how these experiences contributed to research identity development. As novice researcher and supervisor, we examine entries of a research journal and associated supervisor feedback to gain insights into experiences that both support and constrain positive research identity development. Specifically, we promote mentorship and collaborative research as an effective strategy in normalizing the typical feelings of vulnerability and self-doubt that novice researchers experience, but we concede that challenges associated with power imbalances between student and supervisor are difficult to navigate. Recording the personal learning journey as a self-study serves to not only support self, but also others endeavoring to begin research and those who supervise postgraduate students in research projects. This is aligned with the assumption that self-study should seek to facilitate research conversation, not only providing links to literature but also adding to the literature, to ultimately inform practice and development.

中文翻译：

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当研究生成为新手研究员而导师成为导师时：研究身份发展之旅

摘要对于新手研究人员而言，发展研究身份是教师教育的关键空间。这项自学探索了一名研究生教育硕士学生的经历，该研究生正在与导师一起担任新手研究助理，以解释这些经历如何促进研究身份的发展。作为新手研究人员和主管，我们研究了研究期刊的条目和相关的主管反馈，以洞察支持和限制积极研究身份发展的经验。具体来说，我们提倡导师制和合作研究，作为一种有效的策略，以规范新手研究人员所经历的典型的脆弱感和自我怀疑感，但是我们承认，与学生和主管之间权力不平衡相关的挑战很难克服。将个人学习过程记录为自学过程，不仅可以支持自我，而且还可以帮助其他人着手进行研究以及对研究项目中的研究生进行监督的人员。这与这样的假设是一致的：自学应设法促进研究对话，不仅提供与文学的联系，还应增加文学，以最终为实践和发展提供信息。