Multivoiced supervision of Master’s students: a case study of alternative supervision practices in higher education

Dysthe, Olga; Samara, Akylina; Westrheim, Kariane

doi:10.1080/03075070600680562

Cited by 167 publications

(204 citation statements)

References 9 publications

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“…Laeringsaktiviteter som medstudentrespons vil legge til rette for deltakelse og kan gi stort laeringsutbytte slik flere studier viser (Burner, Baraas, & Falkenberg, 2011;Mulder, Baik, Naylor, & Pearce, 2014;Skjong, 2012). Dysthe et al (2006) har i sin studie vist at en kombinasjon av ulike arenaer -kollokviegruppe, gruppeveiledning og individuell veiledning -bidrar til utvikling av studentenes selvstendighet. Et slikt tilbud styrker ikke bare utviklingen av faglig identitet, men gir også studentene et større ansvar for egen laeringsprosess.…”

Section: Diskusjonunclassified

Bacheloroppgaven – hvordan skal denne sjangerenforstås?

Stock

2017

Uniped

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Bacheloroppgaven -hvordan skal denne sjangeren forstås?En undersøkelse av bacheloroppgavens rammebetingelser Ingrid StockInstitutt for språk og litteratur Norges teknisk-naturvitenskapelige universitet (NTNU) ingrid.stock@ntnu.no SAMMENDRAG I kjølvannet av Kvalitetsreformen ble bacheloroppgaven innført på flere universiteter og høyskoler for å styrke bachelorgraden. I noen fag er oppgaven en helt ny sjanger som har ført til en del usikkerhet både blant faglaerere og studenter. Denne artikkelen undersøker og diskuterer sjangeren bacheloroppgaven og dens muligheter. Gjennom en kvalitativ innholdsanalyse av emnebeskrivelser og andre dokumenter fra Det humanistiske fakultetet på NTNU undersøker jeg hvordan bacheloroppgaven beskrives, hvilket laeringsutbytte som er tilsiktet, og hvilke laeringsaktiviteter som skal føre til ønsket resultat. Undersøkelsen viser stor variasjon mellom de ulike fagene. Samtidig ser det ut som om bacheloroppgaven stort sett forstås som et selvstendig, vitenskapelig arbeid hvor det legges stor vekt på utvikling av forsker-og skrivekompetanse. Ved hjelp av faglitteratur og andre studier diskuteres resultatene, og bacheloroppgavens muligheter belyses. Slik skal denne artikkelen vaere et innspill i diskusjonen om økt kvalitet i høyere utdanning.Nøkkelord rammebetingelser, forskningsprosjekt, skrivekompetanse, faglig identitet, veiledning ABSTRACT In the wake of the Quality Reform, the bachelor thesis has been introduced in many universities and university colleges in order to strengthen the bachelor degree. However, this new genre leads to uncertainty among both teachers and students. This article investigates and discusses the bachelor thesis and its potential. Based on a qualitative content analysis of course descriptions and other documents from the Faculty of Humanities at NTNU, this paper seeks to address the following questions: How is the bachelor thesis described? What are its intended learning outcomes? What kind of learning activities are offered or required

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Section: Diskusjonunclassified

Bacheloroppgaven – hvordan skal denne sjangerenforstås?

Stock

2017

Uniped

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“…Las dicultades de los estudiantes para concluir sus tesis constituyen ya un objeto de estudio de numerosas investigaciones internacionales, así como la di cultad que presentan para revisar sus escritos. La enseñanza de la revisión entre pares (Dysthe, Samara y Westheim, 2006, en Carlino, 2008 se enmarca en la situación de los posgrados descrita. En el estudio se examina de nuevo como eje didáctico la revisión entre iguales dentro de una serie de talleres de escritura de proyectos y avances de tesis en diferentes posgrados.…”

Section: Investigaciones Previasunclassified

Revisión entre iguales y escritura académica en la universidad: la perspectiva del estudiante

Franco

2014

folios

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Revisión entre iguales y escritura académica en la universidad: la perspectiva del estudiante Peer review and academic writing at university: the student's perspective A l fo nso Va rga s F r anco 1 ResumenEste artículo presenta los primeros resultados de una investigación que tuvo como objeto documentar los puntos de vista (representaciones, grado de conciencia, actitudes, opiniones) que tiene un grupo de estudiantes, desde una perspectiva émica (una perspectiva del informante, del estudiante, que también es autor del texto), sobre la escritura académica, sus roles de autor y lector y los procesos de revisión entre iguales, en una secuencia de aprendizaje de resúmenes, reseñas y artículos académicos, en un aula universitaria. El corpus está constituido por una entrevista concebida como grupo de discusión, grabada y transcrita siguiendo el modelo del análisis del discurso, pero el estudio más amplio (Vargas Franco, 2013) describe y analiza entrevistas en profundidad y los textos académicos objeto de la revisión entre pares. El estudio de corte cualitativo-etnográfico arroja como resultados que la revisión entre iguales es más compleja de lo que parece, pero que puede resultar beneficiosa para que los estudiantes se apropien de las convenciones dominantes de la escritura académica, facilitando su proceso de integración en una nueva comunidad discursiva y cultural. Palabras claveRevisión entre iguales, escritura académica, representaciones, grado de conciencia, actitudes, perspectiva del estudiante. AbstractIn this article we analyse the points of view (representations, awareness, attitudes, opinions) of a group of students from an emic perspective ('a perspective of the informant, of the student, who is also the author of the text'), regarding academic writing, their roles as author and reader and the processes of peer review, in a sequence of learning of abstracts, reviews and academic articles, in a university classroom. This text is based on an interview carried out as a discussion group, recorded and transcribed following the discourse analysis model. The qualitative-ethnographic study leads to results that the intersection of peers is more complex than it appears, but that it can be beneficial in that the students take charge of the dominant conventions of academic writing, facilitating their integration in a new discursive and cultural community.

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“…has become increasingly relevant to teacher education (Dysthe, Samara & Westrheim, 2006;Rogoff, 1990;Wenger, 1998). Anstey and Bull (2004) describe a literacy identity in which learners synthesize prior textual and sociocultural knowledge and experiences.…”

Section: Learning Social Interaction and Identity: Pre-service Teachersmentioning

confidence: 99%

Negotiating Worlds, Words and Identities: Scaffolded literacies for pre-service teachers and children

Cumming-Potvin

2013

mje

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Aiming to extend sociocultural theory about the teaching and learning of literacies, this article reports on data from a qualitative study underpinned by a sociocultural framework (Rogoff, 1990; Vygotsky, 1986). Conducted in an Australian university community, the project tracked a group of pre-service teachers engaging in scaffolded literacy events, such as face-to-face and on-line discussions and shared reading experiences with children. Highlighting the importance of examining the teaching and learning of literacies across formal and informal settings, results offer information about how these pre-service teachers constructed understandings and situated identities (Gee, 1990, 2000-2001) through scaffolding. Pedagogical implications for pre-service teacher education are discussed.L’objectif de cet article est d’élargir la portée de la théorie socioculturelle de l’enseignement et de l’apprentissage de la littératie. Il fait le compte-rendu des données tirées d’une étude qualitative étayée dans un cadre socioculturel (Rogoff, 1990; Vygotsky, 1986). Pilotée par une communauté universitaire d’Australie, ce projet a suivi un groupe de futurs enseignants participant à des événements de soutien à l’apprentissage de la littératie, telles que des discussions face à face et en ligne ainsi que des expériences de lecture partagée avec des enfants. Soulignant l’importance d’analyser l’enseignement et l’apprentissage de la littératie dans des contextes formels et informels, les résultats présentent des informations sur la manière dont les futurs enseignants élaborent leur compréhension et situent leur identité professionnelle (Gee, 1990, 2000-2001) à l’aide du soutien à l’apprentissage. Les implications pédagogiques pour la formation des futurs enseignants sont exposées

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Multivoiced supervision of Master’s students: a case study of alternative supervision practices in higher education

Cited by 167 publications

References 9 publications

Bacheloroppgaven – hvordan skal denne sjangerenforstås?

Bacheloroppgaven – hvordan skal denne sjangerenforstås?

Revisión entre iguales y escritura académica en la universidad: la perspectiva del estudiante

Negotiating Worlds, Words and Identities: Scaffolded literacies for pre-service teachers and children

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