Doctoral Studies as Professional Development of Educators in the United States

SUMMARY This article addresses the potential of professional development through doctoral studies in the USA. It traces the progression of professional development through formal degree programmes from pre-service work through doctoral level studies. A small group of doctoral students enrolled in an interdisciplinary doctoral programme were interviewed about their motivation for undertaking doctoral studies, as well as their perceptions of the impact of doctoral studies on their professional development and the opportunities that emerge as part of earning the doctorate. Students' views about the value of the interdisciplinary component of the programme were consistent and matched the perceptions of programme administrators.