Problematising the notion of ‘the excellent teacher’: daring to be vulnerable in higher education

Mangione, Daniela; Norton, Lin

doi:10.1080/13562517.2020.1812565

Cited by 16 publications

(3 citation statements)

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“…In contrast to the isolation the students felt, we as teachers and researchers experienced a growth in our coalitions, coalescing with each other and bringing together researchers and scholars from other contexts to participate in the course. On the basis of our reflections and Charbonneau's (2020) study, we wonder about the ways in which we can build trust, a sense of community and be vulnerable with students, particularly in virtual courses (Mangione and Norton 2020) and especially when for the students the course runs over a period of weeks, while our teacher-researcher collaborations have developed over years. Although we did not share our struggles and dilemmas with the students, in our discussions with one another, we shared them quite openly.…”

Section: Our Learningsmentioning

confidence: 97%

Approaching global education development with a decolonial lens: teachers’ reflections

Menon

Green

Charbonneau

et al. 2021

Teaching in Higher Education

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In this paper, we as the teachers and researchers of a course titled Global education development informed by theories of decoloniality, report on our analysis of our self-critical and constructive dialogue on the course design, its underlying assumptions, expectations, implementation, success and needs for improvement. We centered decoloniality from the beginning of the course, problematised binary-thinking and encouraged our students to look at issues within the field of development and education in pluriversal ways. Our gestures toward decolonial pedagogy in the course were complicated by our own entanglements with coloniality as well as structural factors such as the context of Finland, where the colonial past is seldom addressed. Despite these contradictions and challenges, we aspire to continue thinking through decoloniality to decenter the dominant liberal frameworks within global education development.

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Section: Our Learningsmentioning

confidence: 97%

Approaching global education development with a decolonial lens: teachers’ reflections

Menon

Green

Charbonneau

et al. 2021

Teaching in Higher Education

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“…These initiatives are interrelated with a change of students' conceptualization of their role in quality enhancement. Further, activities that develop participants' roles include conflict, failures and other well-known processes within change for quality in higher education (see e.g., Mangione & Norton, 2020).…”

Section: Further Development Of Higher Educationmentioning

confidence: 99%

A Mapping of Key Activity Areas for Development of Higher Education

Hole,

Ubbe,

Eriksson

2023

Accelerating the Future of Higher Education

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“…In most cases, a doctoral student is their own harshest critic, so personal feelings of rejection are possible through not being 'on the right track' in their thinking, which can become frustrating, if not demoralising for them, especially when they are trying to shape their 'academic identity' [99]. Consequently, it is important that supervisors are sympathetic to and supportive of their student, who is showing their vulnerabilities as a learner [100], towards which there is a professional duty of care expected from the supervisors [101][102][103].…”

Section: Thesis/dissertation: Producing a Thesis Worthy Of Examinationmentioning

confidence: 99%

Managing the Expectations of Doctoral Students and Their Supervisors: A UK Perspective

Palmer,

Sprake,

Hughes

2023

Encyclopedia

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The management of expectations in doctoral education relates to the negotiation and agreement of a learning contract denoting actions and initiatives between a student and a supervisor. A learning contract is a set of understandings of what things, actions and initiatives might reasonably be expected from whom, in the course of learning, where there is a natural power imbalance. This is important so that both scholarly and material progress can be made along all points of the doctoral learning experience, i.e., that learning is personalised, professional and productive towards an original contribution of knowledge. It is the evidencing of this continual learning process through research that is deemed to be doctoral at the final examination stage. A doctoral student is a learner on the highest degree pathway that is available at all UK universities. This typically results in a thesis, marking the end point of being supervised whereupon an assessment or examination takes place, which, in UK universities, is called a viva voce (Latin: the living voice). This is a verbal account or defence of the thesis document by the student, made to two or three examiners who comprise the examination team. In the UK, the viva examination is a private event, while elsewhere, for example, across Europe and North America, the examination can be a public event. A student on a doctoral programme usually has a period of registration that is 3 years full-time or 6 years part-time. Other terms that can be used interchangeably around doctoral supervision are candidate (for the student) and candidature, which is their period of registration. Supervisors also have roles denoted as the Director of Studies (DoS) or Principal Investigator (PI). The supervision team is led by a Director of Studies (or PI) who is often the most experienced scholar who teaches, guides and mentors their student’s learning through the research they conduct. There are usually at least two supervisors in a supervision team in the UK, but there can be more as required depending upon the specialisms and topics being researched. Expectations formed by either the student or the supervisor(s) can be about physical resources to embark upon a passage of learning through a doctoral programme, or more typically, the discussion of expectations relates to managing the behaviours of students and supervisors in their respective roles. Managed expectations help to achieve a balance between the intellectual sharing of expertise by the supervisor with the self-directed initiatives for learning, which are taken by the student. The aim of managing expectations is to help a student move from dependence in their learning at the start of their programme to becoming an independent doctoral-level scholar who, once graduated as doctor, can act autonomously to conduct their own research, or even embark upon supervising others’ research in the future.

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Problematising the notion of ‘the excellent teacher’: daring to be vulnerable in higher education

Cited by 16 publications

References 50 publications

Approaching global education development with a decolonial lens: teachers’ reflections

Approaching global education development with a decolonial lens: teachers’ reflections

A Mapping of Key Activity Areas for Development of Higher Education

Managing the Expectations of Doctoral Students and Their Supervisors: A UK Perspective

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