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Paquita McMichael 《Educational studies》1992,18(3):299-310
This study of the expectations of 22 supervisors of undergraduate and postgraduate projects and dissertations and their students revealed the supervisors’ more elaborated views. Responses were categorised into Educational Support & Guidance and Personal Support, with well over two‐thirds of both supervisors and students highlighting Educational Guidance and less than a quarter Personal Support. Students and staff mentioned an enabling approach which allowed student ownership of their projects. Staff and students also agreed on their expectations of the students’ role, with two‐thirds of the responses of both groups emphasising personal and organisational qualities. The apparent agreement of supervisors and students was questioned by means of two problematic cases. These raised questions of supervisory style, contrasting perceptions of process and the need to take continuous account of student needs as well as the academic aims of staff. 相似文献
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M. Jane McMichael PhD MA BA Margaret McKee BScN HBA MA PhD 《Journal of Teaching in Social Work》2013,33(1-2):53-70
Supervision of students engaged in research projects and theses is an important site of teaching. Schon's (1987) well-known framework–educating for reflective practice–proves aptly suited for this teaching forum, offering insights for research supervision at multiple university levels. Conceptually, a research and writing studio where a practicum takes place is substituted for Schon's illustrative architectural design studio. The framework is mined for its fine-grained analysis of student-coach interaction and its emphasis on bringing self-reflection, a practice consistent with social work ideals, to three levels: research and writing, the student-coach dialogue and the relationship in which it is embedded. 相似文献
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