The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.,Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year.,The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research.,While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.

中文翻译：

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使用研究型专业发展框架的经验

支持框架倾向于基于传统的博士学位研究途径，而兼职学生（他们通常是全职工作并在其专业背景下进行研究）的独特发展需求常常被忽略。为了填补这一空白，作者最近提出了一个新的框架-研究型专业发展框架（Researching Professional Development Framework），该框架是专门为支持EdD学生而开发的，它为他们提供了一个机会，让他们在学习过程中反思自己专业发展的关键领域。