ABSTRACT Faculty members are important agents in the socialization of doctoral students into academia, but little training is available in preparation for the role of doctoral supervisor. In this self-study, we consider the personal and sociopolitical challenges that Kevin faced as an early career teacher education faculty member who had just begun supervising doctoral students. Data sources included Kevin’s reflective journal and regular debriefing discussions between Kevin and his critical friend, Tim. Data were analyzed with a focus on identifying turning points in Kevin’s understanding of his practice. This resulted in the construction of three themes related to (a) subjective theories drive doctoral education, (b) working through insecurities and the imposter syndrome, and (c) the sociopolitics of higher education. Results are discussed with reference to the self-study literature and socialization into higher education faculty roles. Recommendations are provided for the preparation of faculty member to fill roles as doctoral supervisors.

中文翻译：

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应对博士生监督的个人挑战和社会政治

摘要教职员工是博士生向学术界社会化的重要推动者，但是为准备博士生导师的作用，培训很少。在这项自学中，我们考虑了凯文（Kevin）作为刚刚开始指导博士生的早期职业教师教育教师所面临的个人和社会政治挑战。数据来源包括凯文（Kevin）的反思性日记以及凯文（Kevin）和关键朋友蒂姆（Tim）之间的定期汇报讨论。分析数据的重点是确定凯文对他的实践的理解中的转折点。这导致了三个主题的构建，这些主题与（a）主观理论驱动博士教育，（b）克服不安全感和冒名顶替综合症以及（c）高等教育的社会政治有关。讨论的结果参考自学文献和社会化为高等教育机构的角色。为教师的准备提供了建议，以担任博士生导师。