This much-needed new book presents the doctorate as an unexplored area of the teacher’s professional learning journey.
However, this book is much more than just a presentation of structures and theoretical frameworks: it makes visible the personal
perspectives and dilemmas of teachers with PhDs. With precision and insight, Kowalczuk-Walędziak unpicks the essential relationship
between theory and practice that she believes can be facilitated by teachers’ doctoral research.
Erika Kopp, Associate Professor, Eötvös Lorand University, Hungary
At a time when there are demands for teachers around the world to become increasingly skilful and knowledgeable, this book
provides an invaluable insight into how this may be achieved through their pursuit of doctoral studies. A close study of a
sample of teachers in Poland [...] reveals rich insights to their motivations, experiences and the impact on their professional
work. Throughout Kowalczuk-Walędziak’s work, the authentic voices of these teachers bring great life to the text. By grounding
the study in an impressive range of relevant international scholarship, Kowalczuk-Walędziak has written a book that will be
of enormous interest to teachers, teacher educators and policymakers across the globe. It provides a major - and groundbreaking
- contribution to the development of teaching as a research-rich profession.
Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, Former President of the British Educational
Kowalczuk-Walędziak’s book offers a timely and well-designed research study into the challenges, rewards, doubts, and successes
experienced by teachers who continue their professional development through PhD studies. The results, vividly illustrated
by quotes directly from interviews, dot every ‘i’ in the discussion about the value of training teachers in academic research
practices. They also provide greatly needed new perspectives on the re-invention of PhD training in order to better address
the expectations of professional practice in the twenty-first century.
Zanda Rubene, Professor and Director of PhD Programmes in Educational Studies, University of Latvia
This is [...] an excellent contribution to the field of teacher education [...]. The presented study, via listening to
teachers’ voices, reveals the constraints and possibilities of doctoral studies in changing teachers’ professional identities
and promoting improvements in their educational practices with real benefits for students and schools. I strongly recommend
a careful reading of this work by all who are interested in doctoral studies, teachers’ education, and educational and social
issues in general.
Fátima Pereira, Associate Professor, University of Porto, Portugal