ABSTRACT Self-study presents one approach to research that can be used to understand how current teacher educators and teacher education doctoral students (re)develop their practice and are socialized into academic norms. In some of these instances, faculty advisors may serve in a critical friendship capacity. This introduces an important power dynamic into the self-study process as advisors serve in a supervisory capacity over their students. The purpose of the current study was to understand the process through which a self-study-informed critical friendship influenced the development of our relationship as doctoral supervisor (Kevin) and doctoral student (Tori). Data came from each of our reflective journals as well as formal and informal critical friend discussions. Through qualitative data analysis, we sought to identify turning points through a collaborative process. Results indicated that engaging in a critical friendship through self-study provided us with the space and encouragement to critique traditional power structures and develop a more honest relationship. We specifically identified three turning points relative to the development of our mentoring relationship: (a) initial apprehensions and shared frustrations at the beginning of the process, (b) learning about and coming to trust one another through critical friendship, and (c) creating a more enjoyable and effective supervisory relationship. These results highlight both the benefits and challenges of faculty advisors serving as critical friends for their doctoral students and are discussed in relation to occupational socialization theory.

中文翻译：

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管理关键的友谊：在博士生监督过程中使用自学

摘要自学提出了一种研究方法，可用于了解当前的教师教育者和教师教育博士生如何（重新）发展自己的实践并将其社会化为学术规范。在某些情况下，教师顾问可能以关键的友谊身份服务。这将重要的动力动态引入到自学过程中，因为顾问以监督的身份对学生进行服务。本研究的目的是了解以自学为基础的批判性友谊对我们作为博士生导师（Kevin）和博士生（Tori）的关系发展的过程。数据来自我们的每本反思期刊以及正式和非正式的重要朋友讨论。通过定性数据分析，我们试图通过协作过程确定转折点。结果表明，通过自学来建立批判性的友谊为我们提供了批判传统权力结构和发展更诚实关系的空间和鼓励。我们专门确定了与我们的指导关系发展有关的三个转折点：（a）在流程开始时的最初的忧虑和共同的挫败感；（b）通过关键的友谊学习并彼此信任；（c）建立更加愉快和有效的监督关系。这些结果凸显了作为他们的博士生的重要朋友的教职顾问的利益和挑战，并就职业社会化理论进行了讨论。结果表明，通过自学来建立批判性的友谊为我们提供了批判传统权力结构和发展更诚实关系的空间和鼓励。我们专门确定了与我们的指导关系发展有关的三个转折点：（a）在流程开始时的最初的忧虑和共同的挫败感；（b）通过关键的友谊学习并彼此信任；（c）建立更加愉快和有效的监督关系。这些结果凸显了作为他们的博士生的重要朋友的教职顾问的利益和挑战，并就职业社会化理论进行了讨论。结果表明，通过自学来建立批判性的友谊为我们提供了批判传统权力结构和发展更诚实关系的空间和鼓励。我们专门确定了与我们的指导关系发展有关的三个转折点：（a）在流程开始时的最初的忧虑和共同的挫败感；（b）通过关键的友谊学习并彼此信任；（c）建立更加愉快和有效的监督关系。这些结果凸显了作为他们的博士生的重要朋友的教职顾问的利益和挑战，并就职业社会化理论进行了讨论。