Collective academic supervision: a model for participation and learning in higher education

Supervision of graduate students is a core activity in higher education. Previous research on graduate supervision focuses on individual and relational aspects of the supervisory relationship rather than collective, pedagogical and methodological aspects of the supervision process. In presenting a collective model we have developed for academic supervision of Danish master students, we seek to fill these gaps. The underlying pedagogical rationale for the model is that students’ participation and learning are interconnected. The model provides possibilities for incorporating a progressive and systematic interaction between master students in their individual writing processes. In the article, we investigate the potentials and challenges of the model and draw on analyses of six individual interviews with master students and one focus group interview with five supervisors. Our findings show that students learn core academic competencies in collective academic supervision (CAS), such as the ability to assess theoretical and practical problems in their practice and present them to peers. The analysis reveals that interaction between divergent projects and voices in CAS can be highly productive in academic learning. However, the model also challenges both students and supervisors because both parties are used to a one-to-one supervisory relationship and not prepared for different modes of participation and learning. According to both supervisors and students, the majority of supervisors need better training in the facilitation of collective supervision processes.     

Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers

This article explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher education programs. Interview and observational data from nineteen supervisors in one teacher education program illuminate what supervisors want in order to improve their professional practices and how their needs could be met through ongoing collaboration. The article proposes five features of professional communities that can help supervisors improve their work: norms promoting collaboration; trust and familiarity; activities deprivatizing practices; access to logistical information and shared expectations about the role of supervisors; and time for collaboration.     

A Study of the Relationship between Supervisor and Trainee Behaviors in Counseling Practicum

The goal of this study was to identify relationships among the counseling behaviors of practicum trainees and the supervision behaviors of their supervisors during a one-semester counseling practicum. Trained judges rated the following variables from audiotapes: trainee and supervisor empathy, various trainee and supervisor verbal behavior patterns, and five trainee competencies. Comparisons were made between performances at the beginning and end of the term. Trainees improved on two of five competencies but did not improve on empathy, nor did their verbal behavior patterns change. Empathy levels of the supervisors had no apparent effect on the trainees.     

我国研究生导师专业发展的素质标准探析——基于高校研究生导师任职标准和岗位职责的政策文本分析

研究生导师是研究生培养中的第一责任人,提升研究生培养质量的关键在于推进导师专业发展。研究生导师专业发展的素质标准是研究生导师专业发展的目标与方向。当前我国研究生导师专业发展素质标准包括导师入职标准和导师入职后的发展标准。科研水平是导师入职的主要标准,包括导师学历/学位、职称、科研经验、科研项目与经费等节点,是导师专业发展的前提条件;指导能力是导师入职后发展的主要标准,包括导师指导研究生的岗位职责、指导经验、课程与教学能力等节点,是导师专业发展素质的核心维度;师德修养是导师专业发展素质的基本要求,包括导师政治素质、职业道德、为人师表等节点;导师自我角色认知与管理能力是导师专业发展的基本维度,包括导师不断提升自己思想和业务素质、研究研究生教育等节点。推进我国研究生导师专业发展,不仅需要学校层面的导师专业发展机制,更需要导师自主、自觉地反思自己的指导实践。     

研究生与导师互动:影响因素及其作用机制模型 ——基于扎根理论的研究

"生导互动"对研究生培养质量有重要影响。基于扎根理论的研究发现,互动双方的参与意愿以及导师特征、学生特征、互动情境、学术氛围、管理服务等6个主类属是影响"生导互动"行为的要素。6个主类属及其所属12个对应类属相互作用,构成了影响因素的作用机制模型。由模型可知,激发互动双方的参与意愿是实现深度互动的前提,对互动个体特征进行调适有利于促进深度互动,改善导师指导方式和保障导师精力投放是创设良好互动情境及改善互动内部环境的基本途径,而通过营造氛围、管理规制及服务支持等,可以创造良好的"生导互动"外部环境。     

Teaching Practicum assessment in post-apartheid teacher education: Is it self-serving or serving students?

This article investigates common understandings and practices of a group of supervisors assessing students during the Teaching Practicum in South Africa. In the light of this context and the need for a constructivist approach to develop students to be able to teach in diverse contexts, the question that the research intends to answer is as follows: What are the common foci of supervisors as reflected in their teaching practicum assessment reports? A randomly mixed sample of 33 narrative reports, taken from 5 supervisors was analysed to gain insight into the assessment report. Findings are presented as five assessment discourses and an argument is presented for the Teaching Practicum assessment to shift towards a student-oriented developmental approach that is neither hierarchical nor judgmental but aims at serving students’ professional development that meets the challenges of culturally diverse societies.     

In-Service Education of Counseling Supervisors

The literature indicates that little attention has been given to the in-service education of counseling supervisors. This article describes such a program carried out by the New York State Employment Service and the University of Rochester. Three small groups (total N = 25) met periodically during one year. The group leader helped the members deal with practical, existing problems. He also related these to the theoretical concepts presented in prior institutes. Initial evaluation indicated very positive reactions by the supervisors. Discussion points out the utlization of this model for various types of counseling supervisors.     

Preparing Site Supervisors of Counselor Education Students

Counselor educators maintain a responsibility for providing site supervisors with professional development opportunities (Council for Accreditation of Counseling and Related Educational Programs. 2009 ). The goal of this study was to evaluate a model for providing preparation to site supervisors. Significant differences were observed from pretest to posttest on the Supervisory Self‐Efficacy Scale (Johnson & Stewart, 2008 ).     

我国研究型大学师生对博士质量要素的认识研究——基于五所高校的调查

采用国务院学位委员会、教育部、人事部2007年9月颁布的"全国博士质量调查问卷",对五所研究型大学在读博士生、博士生导师、研究生教育负责人及毕业博士进行抽样调查的结果表明:博士生、博士生导师、研究生教育负责人及毕业博士四者均认同"科研创新能力"、"基础和专业知识水平"为博士质量的要素,但在认同"学位论文质量"、"相关学科知识水平"为博士质量要素上存在差异。     

Stimulating independent learning: a quasi‐experimental study on portfolio

A portfolio model was developed which can serve as an alternative to the literature study with practical processing, the predominant dissertation model used in teacher education courses in Flanders. Using a pre‐ and post‐test quasi‐experimental design with 174 teacher students and 44 supervisors, we examined whether the use of portfolio as a dissertation model has a greater effect on the students’ capacity for independent learning than the literature study with practical processing, using three questionnaires. The research shows that portfolio results in students acquiring greater metacognitive knowledge. It also appears that students only get the chance to use their metacognitive skills when supervisors give them sufficient autonomy. However, supervisors experience loss of control and therefore tend to restrict students’ autonomy. This leads us to the paradox of independent learning: students will only learn independently when they are given the opportunity to learn independently. Supervisors need to transfer learner control.     

Issues in Supervisory Facilitation

The suggestion that workplace supervisors should become facilitators of the learning of staff is prevalent in the workplace learning and learning organisation literatures, but it is not always clear what facilitative approach is being recommended to supervisors. In order to identify approaches to facilitation that might be amenable for inclusion within the role of workplace supervisors, the concept of facilitation within the main traditions of adult education is examined. A characterisation of the key features of the workplace as a context for learning is then developed in terms that relate to common accounts of contexts conducive to learning. The paper then considers the issues that might arise if each of the conceptions were to be implemented by supervisors. Both facilitation and supervision rely heavily on trust, and so the development and maintenance of trust for supervisors and for facilitators is explored using a dynamic model of trust building. The paper aims both to develop a critique of the concept of supervisory facilitation and to highlight the need to consider contextual issues when applying conceptions derived from the adult education literature to real-world situations. Some implications for the relationship between teachers and students in post-secondary education settings are also described.     

On-the-Job Training: Prescriptions and Practice

This article discusses the status of workplace training in the United States, describes a model of how to conduct effective on-the-job training, and presents the results of a questionnaire based on a model designed to assess on-the-job training practices aboard Navy ships. The model views the on-the-job trainer as a coach who guides the trainee through a task using three steps: 1) assessment, 2) training, and 3) evaluation. The questionnaire was sent to over 5,000 shipboard supervisors; 2,321 responded. Results indicate that nearly 50% of the Navy supervisors who responded are not as effective as they could be. The implications of these findings for the civilian workplace are discussed.     

提高教育硕士培养质量初探

提高教育硕士培养质量要抓好五个环节,保证优质生源是基础,优化课程设置是根本,加强教育硕士导师队伍建设是关键。另外,必须实行灵活多样的教学方式,加强对学生撰写论文的指导,提高学生科研能力。     

Supervision provided to Indigenous Australian doctoral students: a black and white issue

The number of Indigenous Australians completing doctoral qualifications is disparately below their non-Indigenous contemporaries. Whilst there has been a steady increase in Indigenous completions in recent years, significant work remains to redress the imbalance. Supervision has been identified as a primary influencer of the likely success of Indigenous doctoral students, yet very little research has been undertaken in this area. This paper examines the experiences of 11 Indigenous Australians who hold a doctoral qualification. It also provides the experiences of five non-Indigenous supervisors who were an integral part of the supervision team of one of the successful doctoral graduates. A best-practice framework for supervision is offered as a guide for how supervisors, universities and national bodies can contribute to building the number of doctoral qualified Indigenous Australians.     

Supervision of supervisors: on developing supervision in postgraduate education

During the 1900s, the path to a PhD degree has seen many changes for both postgraduate students as well as their supervisors. The supervisor's duties have increased in scope and the demands made on PhD candidates have augmented. This paper deals with supervision as pedagogic method. Departing from a project aimed at studying ‘supervision on supervision’ through a programme including a special pedagogic model for learning, process‐oriented group supervision as a method of improving doctoral supervision is discussed. In the model used, the supervisors' relationships and the experiences form the basis for reflection process connected to, among others, communication theory and social‐psychological explanatory models. Pointing out the five requirements of trust, theories, tools, training and time, it is concluded that ‘supervision on supervision’ well may serve as a way of improving doctoral supervision.     

Learning to Balance Assistance With Assessment: A Scholarship of Field Instruction

In this self-study, the author focuses on ways of embracing and managing a central dilemma of student teaching supervision: balancing assistance with assessment. Drawing on his practice as a field supervisor, the author chronicles conversations with student teachers over a 2-year period in the context of two distinct teacher education programs. Through qualitative methods of data analysis, the author finds that supervisors have access to specific discursive tools and strategies that allow them to balance support with assessment of their student teachers. In this article, he describes and explains five key strategies and concludes with implications for the preparation and support of supervisors that can help them engage in critical dialogue with their student teachers to push their practice forward.     

The Results of the Implementation of a Professional Supervision Model on Counselor Trainee Behavior

This article presents the results of the application of a professional model for practicum supervision using co-equal supervisors. This study found that beginning practicum students (a) learned to use a counseling theory in a professional manner with clients, (b) were rated by an expert rater as having skills equal to or higher than a comparison group of interns, graduate students, and employed agency counselors, and (c) rated the professional supervision practicum higher than did those under the usual apprenticeship supervision model. The authors suggest that counselor educators and supervisors can train students in less time to respond at a more complex skill level than has been previously reported in the literature.     

Categories of Nonverbal Behavior: Implications for Supervision

The purpose of this article is twofold, to provide a review of applicable literature, information, and research in nonverbal behavior categories, and to encourage counselor educators and supervisors to consider additional research and investigations on the nonverbal behaviors of counselors and clients, supervisors, and trainees in actual counseling and supervisory sessions and situations. A brief model is provided to illustrate counselor educators' and supervisors' application and use of this information with novice counselors and its implications.     

Parallel Process in a Course on Counseling Supervision

The learning of supervision implies not only acquisition of formal knowledge but also changes in the learner. Because these changes cannot be completely specified at the outset, the way a supervisor learns must be through a mixture of experiential and didactic teaching. The dialectic between the “inner” and the “outer” learnings required for counselors to change their roles to becoming supervisors forms the substance of this article. Early in the course, the class was fascinated by the seeming inevitability of “parallel process” issues between supervisor, trainee, and client. In the second half of the year, the beginning supervisors took on a new group of trainees and learned the importance of having a developmental model to guide their work. The bias in the course as a whole was that all learning requires a change in relationship, that supervision needs to be understood developmentally, and that it is best to treat beginning supervisors and trainees as creative geniuses.