I have not always been who I am now. Using doctoral research to overcome feelings of imposterism

Book chapter


Stone, P. 2022. I have not always been who I am now. Using doctoral research to overcome feelings of imposterism. in: Addison, M,, Breeze, M. and Taylor, Y. (ed.) The Palgrave Handbook of Imposter Syndrome in Higher Education Switzerland Palgrave Macmillan. pp. 127-142
AuthorsStone, P.
EditorsAddison, M,, Breeze, M. and Taylor, Y.
KeywordsImposterism; Auto/biography; Higher Education; PhD
Page range127-142
Year2022
Book titleThe Palgrave Handbook of Imposter Syndrome in Higher Education
PublisherPalgrave Macmillan
Output statusPublished
File
File Access Level
Restricted
Place of publicationSwitzerland
ISBN9783030865696
9783030865702
Publication process dates
Deposited06 Feb 2023
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-86570-2
Publisher's version
File Access Level
Restricted
Permalink -

https://repository.canterbury.ac.uk/item/93w57/i-have-not-always-been-who-i-am-now-using-doctoral-research-to-overcome-feelings-of-imposterism

  • 60
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

‘Care-less whispers’ in the academy during COVID-19: A feminist collaborative autoethnography
Stone, P., Phillips, A. and Jordan-Daus, K. 2021. ‘Care-less whispers’ in the academy during COVID-19: A feminist collaborative autoethnography . Prism. https://doi.org/10.24377/prism.ljmu.0402213
The PhD and me: A liminal space
Stone, P. 2021. The PhD and me: A liminal space. in: Bainbridge, A., Formenti, L. and West, L. (ed.) Discourses, Dialogue and Diversity in Biographical Research: An Ecology of Life and Learning Brill Academic Publishers. pp. 203-216
Reconceptualising teacher identity
Stone, P. 2021. Reconceptualising teacher identity. in: Debates in primary education London Routledge.
The epistemic insight digest: Issue 1: Autumn 2020
Billingsley, Berry, Stone, Paula, Goddard, Kim, Peters, Christopher, Wilkinson, Victoria, Wilkinson, Murray, Stockham, Claire, Spaull, Stewart, Smith, Lauren, Robinson, Benjamin and Hosseinzadehrahvar, Shirin Stone, Paula (ed.) 2020. The epistemic insight digest: Issue 1: Autumn 2020. Canterbury Canterbury Christ Church University.
Confronting myself: Using auto/biography to explore the impact of class and education on the formation of self and identity
Stone, P. 2020. Confronting myself: Using auto/biography to explore the impact of class and education on the formation of self and identity. European Journal for Research on the Education and Learning of Adults. https://doi.org/10.3384/rela.2000-7426.ojs1346
We make the road by walking: identity formation and collaborative narratives within the doctoral supervisory relationship
Stone, P. 2020. We make the road by walking: identity formation and collaborative narratives within the doctoral supervisory relationship. in: Togetherness' and it discontents Lecce Pensa. pp. 363-372
Do I really have time to engage in research?
Stone, P. 2015. Do I really have time to engage in research? in: Challenging perceptions in primary education: exploring issues in practice. London Bloomsbury.
Learning and teaching mathematics 0-8
Taylor, H., Harris, A., Donaldson, G., Wild, J., Vincent, K., Wiseman, C., Stone, P., O'Sullivan, L. and Price, B. Harris, A. and Taylor, H. (ed.) 2014. Learning and teaching mathematics 0-8. London SAGE Publications.
How can questioning to create thoughtful reflection and learning in mathematics?
Stone, P. 2013. How can questioning to create thoughtful reflection and learning in mathematics? in: Developing teacher expertise: exploring key issues in primary practice. Bloomsbury.
Please do not defer: a personal reflection of participation on the PCGLT (HE)
Stone, P. 2011. Please do not defer: a personal reflection of participation on the PCGLT (HE). Educational Developments. 12 (3), pp. 16-18.