A Comparative Analysis of a Pathway Model and Manuals to Assess Efficiency of Pedagogical Training in Doctoral Supervision in Uganda

Autor/in	Rukundo, Aloysius
Titel	A Comparative Analysis of a Pathway Model and Manuals to Assess Efficiency of Pedagogical Training in Doctoral Supervision in Uganda
Quelle	In: Innovations in Education and Teaching International, 57 (2020) 1, S.29-37 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rukundo, Aloysius)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2019.1657033
Schlagwörter	Foreign Countries; Doctoral Students; Supervision; Supervisory Training; Competence; Guides; On the Job Training; Graduates; Credentials; Novices; Mentors; Uganda + Suchen Sie Ihr Suchwort? Ausland; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Kompetenz; Handbuch; Leitfaden; Training-on-the-Job; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Studienbuch
Abstract	Doctoral supervision is increasingly becoming a complex enterprise, calling for highly skilled and competent supervisors. This paper considers a comparative analysis of a three-pathway model and graduate manuals of selected Ugandan universities to forecast the role of pedagogical training in doctoral supervision. The handbooks were in some instances in consistence with the model tracks. However, they, to a larger extent, envisioned informal training of PhD supervisors. The paper discerns, from the model and documents that a doctoral supervisor with pedagogical training may enlist conceptualised and differentiated supervisory skills. A supervisor on-the-job training has the opportunity to develop crystallized skills. A neophyte supervisor is a candidate of 'supervisory accidents'. In contemporary times, the process of doctoral supervision takes the supervisor's aptitude, which to a bigger extent is an upshot of formal pedagogical learning. An empirical analysis of the concepts considered in this paper is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01