Supervisor Reflections on Developing Doctoralness in Practice-Based Doctoral Students

Autor/inn/en	Blass, Eddie; Jasman, Anne; Levy, Roger
Titel	Supervisor Reflections on Developing Doctoralness in Practice-Based Doctoral Students
Quelle	In: Quality Assurance in Education: An International Perspective, 20 (2012) 1, S.31-41 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/09684881211198220
Schlagwörter	Stellungnahme; Supervisors; Graduate Students; Doctoral Programs; Action Research; Professional Continuing Education; Figurative Language; Doctoral Dissertations; Cooperation; Student Research; Supervisor Supervisee Relationship; Supervisory Methods; College Faculty; Learning Processes; Teacher Attitudes; Supervisory Training + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Projektforschung; Berufsfeldbezogener Unterricht; Weiterbildung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Co-operation; Kooperation; Studentenforschung; Fakultät; Learning process; Lernprozess; Lehrerverhalten
Abstract	Purpose: The purpose of this paper is to share the reflections of a group of five academics who started supervising practice-based doctoral students at a similar time in the same institution. Design/methodology/approach: The supervisors engaged in a collaborative research process themselves, exploring their supervision practices, due in part to the relatively limited literature available in the field, and in part as a support mechanism to help them understand what they were doing. Findings: As the first students have now completed, the learning from taking students through the cycle from start to finish for the first time is also now complete in itself. While the supervisors continue to learn both from and within the supervision process itself, that initial experience of supervising doctoral students is now complete and in many ways the doctoral development process of the students themselves. Originality/value: This paper offers insight into the doctoral development process from the supervisor's perspective, and offers reflections on the supervision process itself, as well as insight into the difficulties that can be encountered when researching your own practice. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10