ABSTRACT

Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to understand their experiences and to develop effective support practices to help them in their roles as teachers. Using borderlands theory as a lens, the thematic analysis of case study data from doctoral students in two English universities indicates that although they were navigating similar borderlands, the structural inequalities posed by their institutions led to differential support for their teaching roles and teacher identity development. The paper highlights the need for aligning doctoral roles to academic roles. It concludes by challenging the precarious support available for doctoral students, and proposes recommendations for the holistic development of doctoral students as competent and successful teachers (and researchers) in an increasingly precarious academia.

摘要

学术界的新自由主义导致越来越多的博士生在教学中被招募。尽管有证据表明博士生正在从事教学工作，并有这样做的原因，但迫切需要了解他们的经验并发展有效的支持实践，以帮助他们担任教师。以边疆理论为视角，对来自两所英国大学的博士生的案例研究数据的专题分析表明，尽管他们在相似的边疆中航行，但其机构所构成的结构性不平等导致对他们的教学角色和教师身份发展的支持不同。本文强调了将博士角色与学术角色保持一致的必要性。最后，我们挑战了可为博士生提供的不稳定支持，