Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education

Autor/inn/en	Agricola, Bas T.; Prins, Frans J.; van der Schaaf, Marieke F.; van Tartwijk, Jan
Titel	Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 5, S.877-897 (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	0031-3831
DOI	10.1080/00313831.2020.1775115
Schlagwörter	Supervisors; Supervision; Teacher Student Relationship; Student Attitudes; Theses; Diagnostic Teaching; Questioning Techniques; Student Empowerment; Decision Making; College Seniors; Research Projects; Research Skills; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; These; Diagnostic assessment; Diagnostisches Verfahren; Befragungstechnik; Fragetechnik; Studienberechtigung; Decision-making; Entscheidungsfindung; College; Colleges; Senior; Hochschule; Fachhochschule; Forschungsvorhaben; Forschungsleistung; Ausland; Niederlande
Abstract	Diagnosing teachers are teachers who perceive diagnostic information about students' learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors' in-the-moment decisions and students' perceptions of supervisors' actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students' needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01