"I Wish I Had a Crystal Ball": Discourses and Potentials for Developing Academic Supervising

Autor/inn/en	Vehviläinen, Sanna; Löfström, Erika
Titel	"I Wish I Had a Crystal Ball": Discourses and Potentials for Developing Academic Supervising
Quelle	In: Studies in Higher Education, 41 (2016) 3, S.508-524 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.942272
Schlagwörter	Foreign Countries; Supervision; Supervisor Supervisee Relationship; Doctoral Dissertations; Masters Theses; College Faculty; Graduate Students; Discourse Analysis; Sociocultural Patterns; Higher Education; College Instruction; School Culture; Social Theories; Finland + Suchen Sie Ihr Suchwort? Ausland; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Diskursanalyse; Soziokulturelle Theorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschullehre; Schulkultur; Schulleben; Gesellschaftstheorie; Finnland
Abstract	Academic supervision of PhD dissertations and master's theses has traditionally been conceptualised as the pedagogy of the dyadic relationship between master and apprentice. Recently, researchers have argued for a more systemic approach. Yet, many communities lack practices for sharing the pedagogical responsibility of supervision. Consequently, individual teachers face the challenges of supervision alone. We have been involved in university pedagogical training where these challenges are explored. Data consist of 44 academics' learning tasks, from which we analysed to what extent and how supervision is interpreted as a social activity, and what kind of cultural elements appear in the teachers' discourses. We adopted the sociocultural approach to discourse analysis and treat the academics' experiences as reflections of their wider culture. A "traditional supervisory discourse" pervaded much of the challenges we identified in the academics' descriptions; however, there was also evidence of an aspiring "process-orientated dialogical supervision discourse." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01