Supervisory Relationships, Constructing Academic Identity, and Transition to the Researcher: An Interpretative Single-Case Study

Abstract

The present interpretative case study aimed to explore constructing researcher identity through successful dyadic supervisory relationships. The only participant in the current single case study was Ako, a recently graduated doctoral student who published some papers with his supervisor and kept that intimate and fruitful relationship after graduation. The data were collected through in-depth interviews, journals, and narration. Thematic analyses (Braun & Clarke, 2006) were conducted to analyze the collected data. In line with Wisker’s (2012) framework, the findings generated four themes, including _supervisor's qualities, supervisor’s affective expectations, supervisee’s journey, _and _relationship enhancement. _The results revealed that a full-fledged and intimate supervisory relationship, in both formal and informal settings, contributed to developing researcher identity. The results have some implications for teacher educators, university managers, supervisors, and doctoral students.