Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity
Enhancing the doctoral journey: the role of group supervision in supporting collaborative learning and creativity
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加强博士之旅：小组监督在支持协作学习和创造力方面的作用
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
L. Fenge
中科院分区：
文献类型：
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作者：
L. Fenge
本文探讨了博士教育中的小组监督的作用，提供了一个探索小组监督过程中的经验，通过一个小规模的研究评估学生和工作人员的经验，在三个队列的一个专业的博士学位课程。迄今为止，很少有研究探讨可能有助于对此类方案进行反思的机制，如集体监督和以小组为基础的咨询。本文提出了重要的问题，什么是小组监督，以及它提供了更广泛的学习机会，超越现有的监督模式，通过发展一个丰富的学习环境，通过同伴学习的机会。这种教学方法使专业博士生能够反射性地参与围绕他们作为研究专业人员的身份的话语过程。研究结果的讨论将探讨同行学习对博士生旅程的影响，以及小组监督的任何好处是否可能适用于其他类型的博士课程。
This article explores the role of group supervision within doctoral education, offering an exploration of the experience of group supervision processes through a small-scale study evaluating both student and staff experience across three cohorts of one professional doctorate programme. There has been very little research to date exploring mechanisms which might facilitate reflection on such programmes, such as group supervision and cohort-based pedagogies. The article raises important questions concerning what constitutes group supervision, and the opportunities it offers for wider learning opportunities beyond existing models of supervision by developing an enriched learning environment through peer learning. This pedagogical approach enables professional doctorate students to engage reflexively with discursive processes around their identity as researching professionals. Discussion of the findings will explore the impact of peer learning on the doctoral student journey, and whether any benefits of group supervision may have applicability across other kinds of doctoral programmes.