Opportunities to learn scientific thinking in joint doctoral supervision
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 being reported that is based on observation of actual supervisio...
Gespeichert in:
| Veröffentlicht in: | Innovations in education and teaching international 2015-01, Vol.52 (1), p.41-51 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 51 |
|---|---|
| container_issue | 1 |
| container_start_page | 41 |
| container_title | Innovations in education and teaching international |
| container_volume | 52 |
| creator | Kobayashi, Sofie Grout, Brian W. Rump, Camilla Østerberg |
| description | 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 being reported 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. |
| doi_str_mv | 10.1080/14703297.2014.981837 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_eric_</sourceid><recordid>TN_cdi_proquest_journals_1652449186</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1050320</ericid><sourcerecordid>3584077421</sourcerecordid><originalsourceid>FETCH-LOGICAL-c357t-2029635ec3d1e4175c888165ade925f1ace1d1c05faef3e2448f07ea625740aa3</originalsourceid><addsrcrecordid>eNp9kM1KAzEUhYMoWKtvoDDgujW_k8xKpKhVCt3oOoRMoqnTZEwySt_elLEuXd3LPd-5Bw4AlwjOERTwBlEOCW74HENE541AgvAjMNmfZ4RAeHzYC3MKzlLaQIg4ZXgCluu-DzEP3mVnUpVD1RkVfZW0Mz4763SV353_cP6tcr7aBOdz1QadQ1RdlYbexC-XXPDn4MSqLpmL3zkFrw_3L4vlbLV-fFrcrWaaMJ5nGOKmJsxo0iJDEWdaCIFqplrTYGaR0ga1SENmlbHEYEqFhdyoGjNOoVJkCq7Hv30Mn4NJWW7CEH2JlOVN4Rsk6kLRkdIxpBSNlX10WxV3EkG570weOpP7zuTYWbFdjTYTnf6z3D8jyAoMi3476s7bELfqO8SulVntuhBtVF67JMm_CT9odHyF</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1652449186</pqid></control><display><type>article</type><title>Opportunities to learn scientific thinking in joint doctoral supervision</title><source>EBSCOhost Education Source</source><creator>Kobayashi, Sofie ; Grout, Brian W. ; Rump, Camilla Østerberg</creator><creatorcontrib>Kobayashi, Sofie ; Grout, Brian W. ; Rump, Camilla Østerberg</creatorcontrib><description>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 being reported 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.</description><identifier>ISSN: 1470-3297</identifier><identifier>EISSN: 1470-3300</identifier><identifier>DOI: 10.1080/14703297.2014.981837</identifier><identifier>CODEN: IETIF4</identifier><language>eng</language><publisher>London: Routledge</publisher><subject>Biological Sciences ; Constructivism (Learning) ; Doctoral Programs ; Educational Opportunities ; Educational Practices ; Educational Theories ; experiencing variation ; Graduate studies ; Interaction ; Interaction Process Analysis ; Learning ; Learning Processes ; Medicine ; multiple supervisors ; Observation ; Persuasive Discourse ; PhD supervision ; positioning theory ; Science education ; Scientific Methodology ; Sociocultural Patterns ; storylines ; Supervision ; Supervisor Supervisee Relationship ; Supervisors ; Supervisory Methods ; Teacher Collaboration ; Teamwork ; Thinking Skills</subject><ispartof>Innovations in education and teaching international, 2015-01, Vol.52 (1), p.41-51</ispartof><rights>2015 Taylor & Francis 2015</rights><rights>Copyright Taylor & Francis Inc. 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c357t-2029635ec3d1e4175c888165ade925f1ace1d1c05faef3e2448f07ea625740aa3</citedby><cites>FETCH-LOGICAL-c357t-2029635ec3d1e4175c888165ade925f1ace1d1c05faef3e2448f07ea625740aa3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27923,27924</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1050320$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Kobayashi, Sofie</creatorcontrib><creatorcontrib>Grout, Brian W.</creatorcontrib><creatorcontrib>Rump, Camilla Østerberg</creatorcontrib><title>Opportunities to learn scientific thinking in joint doctoral supervision</title><title>Innovations in education and teaching international</title><description>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 being reported 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.</description><subject>Biological Sciences</subject><subject>Constructivism (Learning)</subject><subject>Doctoral Programs</subject><subject>Educational Opportunities</subject><subject>Educational Practices</subject><subject>Educational Theories</subject><subject>experiencing variation</subject><subject>Graduate studies</subject><subject>Interaction</subject><subject>Interaction Process Analysis</subject><subject>Learning</subject><subject>Learning Processes</subject><subject>Medicine</subject><subject>multiple supervisors</subject><subject>Observation</subject><subject>Persuasive Discourse</subject><subject>PhD supervision</subject><subject>positioning theory</subject><subject>Science education</subject><subject>Scientific Methodology</subject><subject>Sociocultural Patterns</subject><subject>storylines</subject><subject>Supervision</subject><subject>Supervisor Supervisee Relationship</subject><subject>Supervisors</subject><subject>Supervisory Methods</subject><subject>Teacher Collaboration</subject><subject>Teamwork</subject><subject>Thinking Skills</subject><issn>1470-3297</issn><issn>1470-3300</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><recordid>eNp9kM1KAzEUhYMoWKtvoDDgujW_k8xKpKhVCt3oOoRMoqnTZEwySt_elLEuXd3LPd-5Bw4AlwjOERTwBlEOCW74HENE541AgvAjMNmfZ4RAeHzYC3MKzlLaQIg4ZXgCluu-DzEP3mVnUpVD1RkVfZW0Mz4763SV353_cP6tcr7aBOdz1QadQ1RdlYbexC-XXPDn4MSqLpmL3zkFrw_3L4vlbLV-fFrcrWaaMJ5nGOKmJsxo0iJDEWdaCIFqplrTYGaR0ga1SENmlbHEYEqFhdyoGjNOoVJkCq7Hv30Mn4NJWW7CEH2JlOVN4Rsk6kLRkdIxpBSNlX10WxV3EkG570weOpP7zuTYWbFdjTYTnf6z3D8jyAoMi3476s7bELfqO8SulVntuhBtVF67JMm_CT9odHyF</recordid><startdate>20150102</startdate><enddate>20150102</enddate><creator>Kobayashi, Sofie</creator><creator>Grout, Brian W.</creator><creator>Rump, Camilla Østerberg</creator><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope></search><sort><creationdate>20150102</creationdate><title>Opportunities to learn scientific thinking in joint doctoral supervision</title><author>Kobayashi, Sofie ; Grout, Brian W. ; Rump, Camilla Østerberg</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c357t-2029635ec3d1e4175c888165ade925f1ace1d1c05faef3e2448f07ea625740aa3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Biological Sciences</topic><topic>Constructivism (Learning)</topic><topic>Doctoral Programs</topic><topic>Educational Opportunities</topic><topic>Educational Practices</topic><topic>Educational Theories</topic><topic>experiencing variation</topic><topic>Graduate studies</topic><topic>Interaction</topic><topic>Interaction Process Analysis</topic><topic>Learning</topic><topic>Learning Processes</topic><topic>Medicine</topic><topic>multiple supervisors</topic><topic>Observation</topic><topic>Persuasive Discourse</topic><topic>PhD supervision</topic><topic>positioning theory</topic><topic>Science education</topic><topic>Scientific Methodology</topic><topic>Sociocultural Patterns</topic><topic>storylines</topic><topic>Supervision</topic><topic>Supervisor Supervisee Relationship</topic><topic>Supervisors</topic><topic>Supervisory Methods</topic><topic>Teacher Collaboration</topic><topic>Teamwork</topic><topic>Thinking Skills</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kobayashi, Sofie</creatorcontrib><creatorcontrib>Grout, Brian W.</creatorcontrib><creatorcontrib>Rump, Camilla Østerberg</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Docstoc</collection><jtitle>Innovations in education and teaching international</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kobayashi, Sofie</au><au>Grout, Brian W.</au><au>Rump, Camilla Østerberg</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1050320</ericid><atitle>Opportunities to learn scientific thinking in joint doctoral supervision</atitle><jtitle>Innovations in education and teaching international</jtitle><date>2015-01-02</date><risdate>2015</risdate><volume>52</volume><issue>1</issue><spage>41</spage><epage>51</epage><pages>41-51</pages><issn>1470-3297</issn><eissn>1470-3300</eissn><coden>IETIF4</coden><abstract>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 being reported 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.</abstract><cop>London</cop><pub>Routledge</pub><doi>10.1080/14703297.2014.981837</doi><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1470-3297 |
| ispartof | Innovations in education and teaching international, 2015-01, Vol.52 (1), p.41-51 |
| issn | 1470-3297 1470-3300 |
| language | eng |
| recordid | cdi_proquest_journals_1652449186 |
| source | EBSCOhost Education Source |
| subjects | Biological Sciences Constructivism (Learning) Doctoral Programs Educational Opportunities Educational Practices Educational Theories experiencing variation Graduate studies Interaction Interaction Process Analysis Learning Learning Processes Medicine multiple supervisors Observation Persuasive Discourse PhD supervision positioning theory Science education Scientific Methodology Sociocultural Patterns storylines Supervision Supervisor Supervisee Relationship Supervisors Supervisory Methods Teacher Collaboration Teamwork Thinking Skills |
| title | Opportunities to learn scientific thinking in joint doctoral supervision |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-10T20%3A38%3A27IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_eric_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Opportunities%20to%20learn%20scientific%20thinking%20in%20joint%20doctoral%20supervision&rft.jtitle=Innovations%20in%20education%20and%20teaching%20international&rft.au=Kobayashi,%20Sofie&rft.date=2015-01-02&rft.volume=52&rft.issue=1&rft.spage=41&rft.epage=51&rft.pages=41-51&rft.issn=1470-3297&rft.eissn=1470-3300&rft.coden=IETIF4&rft_id=info:doi/10.1080/14703297.2014.981837&rft_dat=%3Cproquest_eric_%3E3584077421%3C/proquest_eric_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1652449186&rft_id=info:pmid/&rft_ericid=EJ1050320&rfr_iscdi=true |