NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1046170
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1356-2517
Supervision Pedagogies: Narratives from the Field
Guerin, Cally; Kerr, Heather; Green, Ian
Teaching in Higher Education, v20 n1 p107-118 2015
In designing supervisor development programmes that are appropriate to changing research contexts, it is necessary to draw on both established best practice and emerging innovations that respond to the changing contexts of higher degree research. We undertook a narrative enquiry at an Australian university to establish a clearer understanding of the supervisory models and pedagogies currently employed by effective supervisors. Three key findings have emerged: these supervisors employ a broad range of approaches informed by their own experiences of being supervised; they place great importance on their relationships with students; and they reveal a strong awareness of their own responsibilities in actively developing the emerging researcher identities of their doctoral candidates. These aspects of supervision models should be emphasised in supervisor development programmes.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia