Abstract
The observation that many doctoral students in education in most countries do not plan on a research career is not a new one. As argued by Shulman, Golde, Bueschel, and Garabedian (2006), for example, many of these students come to graduate studies after years of practice in education as supervisors, school principals, curriculum or program designers, administrators, policy makers and officials.
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Salomon, G. (2014). A Two-Track Doctorate in Education. In: Ibarrola, M.d., Anderson, L.W. (eds) The Nurturing of New Educational Researchers. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-698-1_5
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DOI: https://doi.org/10.1007/978-94-6209-698-1_5
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