Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/86800
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Type: Journal article
Title: Supervision pedagogies: narratives from the field
Author: Guerin, C.
Kerr, H.
Green, I.
Citation: Teaching in Higher Education, 2015; 20(1):107-118
Publisher: Taylor & Francis Group
Issue Date: 2015
ISSN: 1356-2517
1470-1294
Statement of
Responsibility: 
Cally Guerin, Heather Kerr and Ian Green
Abstract: In designing supervisor development programmes that are appropriate to changing research contexts, it is necessary to draw on both established best practice and emerging innovations that respond to the changing contexts of higher degree research.We undertook a narrative enquiry at an Australian university to establish a clearer understanding of the supervisory models and pedagogies currently employed by effective supervisors. Three key findings have emerged: these supervisors employ a broad range of approaches informed by their own experiences of being supervised; they place great importance on their relationships with students; and they reveal a strong awareness of their own responsibilities in actively developing the emerging researcher identities of their doctoral candidates. These aspects of supervision models should be emphasised in supervisor development programmes.
Keywords: Doctoral education; supervisor development; narrative
Rights: © 2014 Taylor & Francis
DOI: 10.1080/13562517.2014.957271
Appears in Collections:Aurora harvest 7
Education publications

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