Stories of Supervision

Autor/in	Spedding, Trish
Titel	Stories of Supervision
Quelle	In: Education Sciences, 10 (2020), Artikel 93 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Teacher Supervision; Foreign Countries; Teacher Researchers; Nontraditional Students; Research Skills; Higher Education; Teacher Collaboration; Graduate Study; Graduate Students; Adult Education; Vocational Education; Workshops; Mentors; College Faculty; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrerforschung; Forschungsleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerkooperation; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Lernwerkstatt; Schulung; Fakultät
Abstract	This article centres upon experiences of supervising practitioner-researchers engaged in the first year of a Customised Master of Philosophy (MPhil) programme of study. This pathway resides within a larger collaboration between the University of Sunderland's Centre for Excellence in Teacher Training (SUNCETT) and the Education and Training Foundation (ETF) delivering a National Practitioner Research Programme (PRP) in England. It takes as its starting point how non-traditional research students from the further adult and vocational education (FAVE) sector experience entry into the programme and their subsequent development of scholarship and research skills as they pursue their studies at research degree level in higher education (HE). Using six guiding principles underpinning the PRP as a framework for analysis, illustrative stories of the experiences of supervisors and research students provide insights into ways in which supervision is enacted. Some key characteristics of supervision practice are described. These often bring to light differences between supervision on the Customised MPhil with that of conventional MPhil programmes. The most striking finding supports how the development of collaborative and cooperative practice helps to shift the customary dynamic of research degree study away from isolation towards a shared experience as members of an inclusive and active research community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01