Articulating and developing supervisory skills through collaborative action research

被引：4

作者：

Macfadyen, Ann ^{[1
]}

English, Christine ^{[2
]}

Coates, Maggie ^{[2
]}

机构：

[1] Univ Northumbria Newcastle, Teaching Excellence Team, Newcastle Upon Tyne, Tyne & Wear, England

[2] Univ Northumbria Newcastle, Fac Hlth & Life Sci, Dept Nursing Midwifery & Hlth, Newcastle Upon Tyne, Tyne & Wear, England

来源：

INTERNATIONAL JOURNAL FOR ACADEMIC DEVELOPMENT | 2020年 / 25卷 / 04期

关键词：

Action research; master's degree; postgraduate; supervision; supervisor; STUDENT; DISSERTATION; EXPERIENCE; SUPPORT;

D O I：

10.1080/1360144X.2020.1726760

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Postgraduate master's dissertation supervision is one of the least understood aspects of academic practice. Using action research, 25 master's supervisors aimed to develop a better understanding of the complexities and challenges involved in this role. Through focus groups, individual interviews and monthly workshops, they developed and piloted resources for new supervisors. The main complexities and challenges identified and articulated were: understanding the student, accepting the unpredictability of their progress, tailoring support, giving constructive feedback, and developing their personal understanding of supervision. Following the project, those involved reported increased awareness and confidence in their supervisory role and changes in their academic practice.

引用

页码：324 / 336

页数：13

共 49 条

[1]

Anderson C, 2006, STUD HIGH EDUC, V31, P149, DOI 10.1080/03075070600572017

[2] Student perspectives on the dissertation process in a masters degree concerned with professional practice [J].