Research-Based Doctoral Supervision Development Programme: Learning through Peer Learning, Reflection and Case Studies

Autor/in	Jara, Magdalena
Titel	Research-Based Doctoral Supervision Development Programme: Learning through Peer Learning, Reflection and Case Studies
Quelle	In: Innovations in Education and Teaching International, 58 (2021) 4, S.441-450 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jara, Magdalena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2020.1786433
Schlagwörter	Case Studies; Doctoral Programs; Doctoral Students; Supervision; Supervisory Training; Faculty Development; Interpersonal Competence; Blended Learning; Program Design; Pilot Projects; Program Evaluation; Peer Relationship; Reflection; College Faculty; Supervisor Supervisee Relationship; Communities of Practice; Teacher Attitudes; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Interpersonale Kompetenz; Programme design; Programmaufbau; Programmplanung; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation; Peer-Beziehungen; Fakultät; Community; Lehrerverhalten; Ausland; Großbritannien
Abstract	Supervisors play a crucial role in helping doctoral students to successfully complete their degree. Current practice in the development of doctoral supervisors is mostly focused on regulatory issues rather than on pedagogical topics. Existing research suggests a range of successful strategies for supervisor training including the development of professional and personal skills. This paper discusses the design and piloting of a blended research-based development programme for supervisors, which aimed to expand the institutional capacity and engage supervisors in developing their skills. The evaluation of the programme showed that although participants felt that the modules did not offer 'new content', the discussion of case studies, the sharing of experiences with peers and more experienced supervisors, and the reflection on practice were regarded as their most valuable components. Additionally, the modules influenced their practice and perspectives, offering developers an effective strategy on how to support supervisors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01