From apprenticeship to mastership: Views of doctoral graduates on Curriculum and Instruction program

It is widely accepted that doctoral education has a role of transforming "apprentice" student to "professional" scholar. The purpose of this qualitative research in phenomenological design is to describe the Curriculum and Instruction (C&I) doctoral graduates' experiences which make them feel scholar, academician and researcher; to discover how C&I doctoral program equips the scholar, academician and researcher of the future through these experiences. Twenty-two Curriculum and Instruction graduates from four state and research universities in Ankara were interviewed utilizing semi-structured form and a visual tool observing the ups and downs in doctoral experience. Results of the content analysis show that a significant number of the participants expect to pursue academic career upon completing their Curriculum and Instruction doctoral program and graduates have limited interaction with the Curriculum and Instruction community outside the academia. Participants stated that their research and teaching skills improved with C&I doctoral program; and applied research courses as well as all kinds of interactive academic activities played crucial role in motivating them to feel like a scientist, academician, and researcher. The study presents important data regarding the impact of collaborative scientific activities and advisor counselling in C&I doctoral education program. Concordant with the results of this study, supporting the C&I doctoral students' participation in research activities, better counselling on career opportunities, and developing new policies to encourage C&I PhD. Graduate teachers to utilize their academic skills in the classroom. The findings and recommendations of the study aim to encourage Council of Higher Education, universities, Curriculum and Instruction experts, students, advisors and other stakeholders to reconsider the quality and coherence of qualifications with the career paths of the graduates in Instruction doctoral program together with the changing context of the doctoral education in general.