Teachers' Diagnosis of Students' Research Skills during the Mentoring of the Undergraduate Thesis

Autor/inn/en	Agricola, Bas T.; Prins, Frans J.; van der Schaaf, Marieke F.; van Tartwijk, Jan
Titel	Teachers' Diagnosis of Students' Research Skills during the Mentoring of the Undergraduate Thesis
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 26 (2018) 5, S.542-562 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agricola, Bas T.) ORCID (Prins, Frans J.) ORCID (van der Schaaf, Marieke F.) ORCID (van Tartwijk, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2018.1561015
Schlagwörter	Teacher Attitudes; College Faculty; Theses; Case Studies; Undergraduate Students; Research Skills; Intervention; Student Needs; Teacher Student Relationship; Mentors; Difficulty Level; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Lehrerverhalten; Fakultät; These; Case study; Fallstudie; Case Study; Forschungsleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schwierigkeitsgrad; Ausland; Niederlande
Abstract	In higher education, students often write an undergraduate thesis and receive one-to-one or small group support. During mentoring, 10 teachers ideally diagnose students' research skills, to be able to adapt their support to students' needs. In this study, we aimed to answer the question of how mentors apply the diagnostic phases of a diagnostic question, a diagnosis, a diagnostic check and an intervention, during mentoring meetings about 15 students' research skills. Four mentors participated in this multiple case study. Qualitative data were gathered and sixteen videotaped mentoring meetings were coded on the four diagnostic phases. The results were compared within and between mentors, showing that mentors asked several diagnostic questions, seldom articulated and shared their diagnoses explicitly with students, and mainly used interventions. We concluded that more support is needed for mentors who do not automatically use their diagnostic questions to formulate explicit diagnoses about students' research skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01