Opportunities to learn scientific thinking in joint doctoral supervision
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Opportunities to learn scientific thinking in joint doctoral supervision. / Kobayashi, Sofie; Grout, Brian William Wilson; Rump, Camilla Østerberg.
In: Innovations in Education and Teaching International (Print), Vol. 51, No. 1, 2015, p. 41-51.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Opportunities to learn scientific thinking in joint doctoral supervision
AU - Kobayashi, Sofie
AU - Grout, Brian William Wilson
AU - Rump, Camilla Østerberg
PY - 2015
Y1 - 2015
N2 - Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work beingreported that is based on observation of actual supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we suggest that multiple supervisors can add value to supervision through authentic practice of scientific argumentation.
AB - Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work beingreported that is based on observation of actual supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we suggest that multiple supervisors can add value to supervision through authentic practice of scientific argumentation.
KW - Faculty of Science
KW - PhD supervision
KW - positioning theory
KW - Interaction
KW - multiple supervisors
KW - experiencing variation
KW - storylines
U2 - 10.1080/14703297.2014.981837
DO - 10.1080/14703297.2014.981837
M3 - Journal article
VL - 51
SP - 41
EP - 51
JO - Innovations in Education and Teaching International
JF - Innovations in Education and Teaching International
SN - 1470-3297
IS - 1
ER -
ID: 127128799