Learning from doctoral supervisors’ and candidates’ reflections on a supervisory model

Everitt, Julia (2024) Learning from doctoral supervisors’ and candidates’ reflections on a supervisory model. Innovations in Education and Teaching International. ISSN 1470-3297

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Professional development for doctoral supervisors differs between higher education institutions (HEIs) across the globe from non-existent support to one off workshops, to mandatory programmes. Communities of practice programmes encourage supervisors to reflect on case studies and conceptual models but there is limited research which explores the learning from supervisors’ and candidates’ reflections. Using interviews with supervisors and candidates from one HEI in England, this paper explores their reflections on ‘The roles of a supervisor’ (Brown and Atkins, 1988). The model aided the reflections of supervisors and candidates in terms of their own preferences, but also how they responded to candidate needs or when working in supervision teams. There is complexity and fluidity in terms of the roles offered in a single meeting and a suggestion that more pastoral roles need to be added. The model could be used for discussions between supervisors and candidates or within professional development programmes.

Item Type: Article
Identification Number: https://doi.org/10.1080/14703297.2024.2343831
13 April 2024Accepted
18 April 2024Published Online
Uncontrolled Keywords: Doctoral supervision, professional development, reflective practice, relationships, expectations
Subjects: CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > Centre for Study of Practice and Culture in Education (C-SPACE)
Depositing User: Julia Everitt
Date Deposited: 29 Apr 2024 12:56
Last Modified: 29 Apr 2024 12:56
URI: https://www.open-access.bcu.ac.uk/id/eprint/15407

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