TY - JOUR
T1 - Supervisor and Student Perspectives on Undergraduate Thesis Supervision in Higher Education
AU - Agricola, Bas T.
AU - Prins, Frans J.
AU - van der Schaaf, Marieke F.
AU - van Tartwijk, Jan
N1 - With supplementary files.
Funding:
This research was supported by the Netherlands Organisation for Scientific Research with grant number 023.002.122; Nederlandse Organisatie voor Wetenschappelijk Onderzoek.
PY - 2021
Y1 - 2021
N2 - Diagnosing teachers are teachers who perceive diagnostic information about students’ learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors’ in-the-moment decisions and students’ perceptions of supervisors’ actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students’ needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves.
AB - Diagnosing teachers are teachers who perceive diagnostic information about students’ learning process, interpret these aspects, decide how to respond, and act based on this diagnostic decision. During supervision meetings about the undergraduate thesis supervisors make in-the-moment decisions while interacting with their students. We regarded research supervision as a teaching process for the supervisor and a learning process for the student. We tried to grasp supervisors’ in-the-moment decisions and students’ perceptions of supervisors’ actions. Supervisor decisions and student perceptions were measured with video-stimulated recall interviews and coded using a content analysis approach. The results showed that the in-the-moment decisions our supervisors made had a strong focus on student learning. Supervisors often asked questions to empower students or to increase student understanding. These supervising strategies seemed to be adapted to students’ needs, as the latter had positive perceptions when their control increased or when they received stimuli to think for themselves.
KW - in-the-moment decisions
KW - student perceptions
KW - teacher-student interaction
KW - research supervision
U2 - 10.1080/00313831.2020.1775115
DO - 10.1080/00313831.2020.1775115
M3 - Article
SN - 1470-1170
VL - 65
SP - 877
EP - 897
JO - Scandinavian Journal of Educational Research
JF - Scandinavian Journal of Educational Research
IS - 5
ER -