Teaching an epistemology course in a Canadian university for the professionalization of emergent scholars

Abstract

In Canada, doctoral programs provide advanced research training by developing student knowledge and skills (Maymon et al., 2019). The subject of epistemology is critical for PhD students to better understand research paradigms and facilitate their professionalization as novice scholars (Dayer, 2009). In this article, we use the Scholarship of Teaching and Learning (Gayle et al., 2013) to examine the foundational, meta, and humanistic knowledge (Kereluik et al., 2013) learned in an Epistemology and Research course taught at the Faculty of Education of the University of Ottawa. The results from seven dyadic interviews (Morgan et al., 2013) between a university professor and her former student reveal how lived experiences (mis)align with the intended conception and implementation of the course.