The purpose of this reflexive action inquiry was to examine, from students' and instructor's differing perspectives, the authenticity (or lack thereof) of doctoral-level research methods instruction. The idea for this collaborative self-study emerged organically as a byproduct of a voluntary year-long research apprenticeship in which two of the authors were engaged, following coursework in both quantitative and qualitative research methods. The apprenticeship was facilitated by the third author, a faculty member and methods course instructor. The importance of cogenerative dialog as an organizing process for methodological mentoring emerged as a central finding when the three authors collaboratively examined the across-case themes common to their autobiographical statements about and reflections upon learning to "do research." The study's results show how and why cogenerative mentoring—as distinct from cogenerative work—goes beyond typical experiences in research methods courses, assistantships, and even dissertation work, and is therefore recommended for doctoral students in education.
Harris, J. B., Freeman, T. L., & Aerni, P. W. (2009). On becoming educational researchers: The importance of cogenerative mentoring. Mentoring & Tutoring, 17(1), 23-29.