I’m just thinking - How learning opportunities are created in doctoral supervision

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt

Standard

I’m just thinking - How learning opportunities are created in doctoral supervision. / Kobayashi, Sofie; Berge, Maria; Grout, Brian William Wilson; Rump, Camilla Østerberg.

2013. Abstract fra Experiencing higher education: Global Trends and Transformations, Newport, Storbritannien.

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt

Harvard

Kobayashi, S, Berge, M, Grout, BWW & Rump, CØ 2013, 'I’m just thinking - How learning opportunities are created in doctoral supervision', Experiencing higher education: Global Trends and Transformations, Newport, Storbritannien, 11/12/2013 - 13/12/2013.

APA

Kobayashi, S., Berge, M., Grout, B. W. W., & Rump, C. Ø. (2013). I’m just thinking - How learning opportunities are created in doctoral supervision. Abstract fra Experiencing higher education: Global Trends and Transformations, Newport, Storbritannien.

Vancouver

Kobayashi S, Berge M, Grout BWW, Rump CØ. I’m just thinking - How learning opportunities are created in doctoral supervision. 2013. Abstract fra Experiencing higher education: Global Trends and Transformations, Newport, Storbritannien.

Author

Kobayashi, Sofie ; Berge, Maria ; Grout, Brian William Wilson ; Rump, Camilla Østerberg. / I’m just thinking - How learning opportunities are created in doctoral supervision. Abstract fra Experiencing higher education: Global Trends and Transformations, Newport, Storbritannien.3 s.

Bibtex

@conference{ab591c3551174fa6858ac354085461b3,
title = "I{\textquoteright}m just thinking - How learning opportunities are created in doctoral supervision",
abstract = "With this paper we aim to contribute towards an understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction. We analyse interaction between supervisors and doctoral students using the notion of experiencing variation as a key for learning. Earlier research into doctoral supervision has been rather vague on how doctoral students learn to carry out research. Empirically, we have based the study on four cases each with one doctoral student and their supervisors. The supervision sessions were captured on video and audio to provide for verbatim transcripts that were subsequently analysed. Our results illustrate how supervisors and doctoral students create learning opportunities by varying aspects of research in the discussion. Better understanding of this mechanism whereby learning opportunities are created by bringing aspects of variation into focal awareness can help supervisors develop their competences in supervisory pedagogy.",
author = "Sofie Kobayashi and Maria Berge and Grout, {Brian William Wilson} and Rump, {Camilla {\O}sterberg}",
year = "2013",
language = "English",
note = "null ; Conference date: 11-12-2013 Through 13-12-2013",

}

RIS

TY - ABST

T1 - I’m just thinking - How learning opportunities are created in doctoral supervision

AU - Kobayashi, Sofie

AU - Berge, Maria

AU - Grout, Brian William Wilson

AU - Rump, Camilla Østerberg

PY - 2013

Y1 - 2013

N2 - With this paper we aim to contribute towards an understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction. We analyse interaction between supervisors and doctoral students using the notion of experiencing variation as a key for learning. Earlier research into doctoral supervision has been rather vague on how doctoral students learn to carry out research. Empirically, we have based the study on four cases each with one doctoral student and their supervisors. The supervision sessions were captured on video and audio to provide for verbatim transcripts that were subsequently analysed. Our results illustrate how supervisors and doctoral students create learning opportunities by varying aspects of research in the discussion. Better understanding of this mechanism whereby learning opportunities are created by bringing aspects of variation into focal awareness can help supervisors develop their competences in supervisory pedagogy.

AB - With this paper we aim to contribute towards an understanding of learning dynamics in doctoral supervision by analysing how learning opportunities are created in the interaction. We analyse interaction between supervisors and doctoral students using the notion of experiencing variation as a key for learning. Earlier research into doctoral supervision has been rather vague on how doctoral students learn to carry out research. Empirically, we have based the study on four cases each with one doctoral student and their supervisors. The supervision sessions were captured on video and audio to provide for verbatim transcripts that were subsequently analysed. Our results illustrate how supervisors and doctoral students create learning opportunities by varying aspects of research in the discussion. Better understanding of this mechanism whereby learning opportunities are created by bringing aspects of variation into focal awareness can help supervisors develop their competences in supervisory pedagogy.

M3 - Conference abstract for conference

Y2 - 11 December 2013 through 13 December 2013

ER -

ID: 152094814