'Becoming a supervisor': the impact of doctoral supervision on supervisors' learning
'Becoming a supervisor': the impact of doctoral supervision on supervisors' learning
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DOI：
10.1080/03075079.2011.594593
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发表时间：
2011-01-01
影响因子：
4.2
通讯作者：
Halse, Christine
中科院分区：
文献类型：
--
作者：
Halse, Christine
博士学位是对学生的教育过程，但它对导师学习博士生导师的实践有什么影响？在国际上，越来越重视博士生导师的正规培训、监督和问责制。然而，关于博士生导师通过指导博士生学到了什么，以及如何从理论上解释对导师的影响，人们却保持着惊人的沉默。本文的目的是开始，以解决这一差距的博士教育文献的基础上，一个跨学科的样本经验丰富的博士生导师的两个互补的访谈研究的主题分析。分析说明了博士生导师的学习和知识的博士生导师的重大影响，特别是在有关如何管理人员从事/在社会和政治背景下，他们的大学，了解自己和他们的学生，以及如何当代的监管环境影响的教学关系的排序主管建立与他们的博士生。研究表明，无论是导师的学科、学术地位还是导师的经历，导师的学习经历都塑造了导师的主体性和身份，而导师的学习经历也是一个不断“成为导师”的本体过程。提出了将“成为主管”的理论融入主管专业发展的重要性。
The doctorate is an educative process for students but what is its impact on supervisors' learning about the practice of doctoral supervision? Internationally, there is an increased emphasis on formal training, monitoring and accountability of doctoral supervisors. Yet there is a striking silence about what doctoral supervisors learn through supervising doctoral students, and how the impacts on supervisors might be theorised. The aim of this article is to begin to address this gap in the doctoral education literature, based on a thematic analysis of two complementary interview studies of a cross-disciplinary sample of experienced doctoral supervisors. The analysis illustrates the significant impact of doctoral supervision on the learning and knowledge of doctoral supervisors, particularly in relation to how supervisors engage with/in the social and political context of their university, understand themselves and their students, and how the contemporary context of supervision affects the sort of pedagogical relationships supervisors establish with their doctoral students. Regardless of supervisors' discipline, position in the academic hierarchy or supervisory experience, the analysis indicates that supervisors' learning experiences shape their subjectivities and identities, and that supervision is an ongoing ontological process of 'becoming a supervisor'. The importance of integrating a theory of 'becoming a supervisor' into supervisor professional development is proposed.