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Dissertation
A qualitative case study exploring advising-as-teaching and the advisor-teacher identity
Doctor of Education (Ed.D.), Drexel University
Jul 2021
DOI:
https://doi.org/10.17918/00000506
Abstract
Educators become content experts and often learn how to teach their content through higher education schooling, hands-on training, and professional development. There is currently a lack of advising professional development and literature-based knowledge that develops pedagogical knowledge and identity-building skills in academic advisors. If advisors are to self-identify with the advising-as-teaching model and view themselves as teachers, the lack of this essential skill may prevent them from adequately applying the theory to their practice. The literature review summarizes some of the existing and previous research conducted on academic advising as a practice, the professional advisor identity, and professional development. This research study explores academic advisors' perceptions of the advising-as-teaching model in their practice, how they develop their advisor identity as advisor-teachers, and the necessary skills to enhance their advising practice.
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Details
- Title
- A qualitative case study exploring advising-as-teaching and the advisor-teacher identity
- Creators
- Brenda Valentin
- Contributors
- Michael G. Kozak (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 125 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991015468607704721