Double the Challenge: Reflections on Supervising Qualitative and Critical Dissertation Projects

Autor/inn/en	Abbott, Keeley; Earnshaw, Deborah
Titel	Double the Challenge: Reflections on Supervising Qualitative and Critical Dissertation Projects
Quelle	In: Psychology Teaching Review, 26 (2020) 1, S.33-38 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Reflection; Supervision; Capstone Experiences; Student Projects; Psychology; Critical Theory; Qualitative Research; Sex; Sexuality; Learner Engagement; Student Development; College Students + Suchen Sie Ihr Suchwort? Schulprojekt; Psychologie; Kritische Theorie; Qualitative Forschung; Geschlecht; Geschlechtsverkehr; Sexualität; Collegestudent
Abstract	Drawing on our own experience, we reflect on the documented challenges of undergraduate supervision faced by qualitative researchers, and extend this discussion by further considering the issues raised by supervising projects that engage with critical perspectives. Concerns are identified regarding the dominance of traditional psychological thought in psychology programmes and the lack of teaching around critical psychology. We outline the implications for students embarking on critical qualitative projects and the additional demands placed on supervisors using examples within the fields of gender and sexuality. We end by emphasising the value of projects that require engagement with critical frameworks for students' future personal and professional development. The importance of teaching critical psychology and critical ideas as a staple and integrated part of the psychology curriculum is made clear. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01