Characteristics of the research supervision of postgraduate teachers’ action research

Cornelissen, Frank; Berg, Ellen van den

doi:10.1080/03055698.2013.870881

Cited by 15 publications

(4 citation statements)

References 24 publications

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“…The question to be asked is whether participants might engage in research outside the supports and challenges of a postgraduate degree? Taking into account the challenges that participants experienced suggests this is unlikely, and brings to light questions about the sustainability of teacher research and whether, indeed, teacher research does foster a mind-set for further autonomous professional learning (Castle 2006, Shosh and Rappe Zales 2007, Cornelissen and van den Berg 2014. Although multitasking enabled participants to sustain the development of their studies, scholars also note the impact of multitasking upon cognitive performance (Spink et al 2008), suggesting that the pace at which participants had to juggle multiple responsibilities may have had some impact on the depth of their learning as well as the quality of their research findings.…”

Section: Professional Development In Educationmentioning

confidence: 98%

“…Cornelissen and van den Berg (2014) note the important role a research supervisor plays in this context, particularly their ability to support a teacher's knowledge development through action research. Perhaps, most importantly, scholars also note the relationship between teacher research, as fostered in a higher education context, and its influence upon the development of an autonomous professional learning mindset within teachers (Castle 2006, Shosh andRappe Zales 2007).…”

Section: Origins and Locations Of Teacher Researchmentioning

confidence: 99%

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Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Mitton-Kukner

2015

Professional Development in Education

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The focus of this comparative qualitative study is on female teachers' experiences as teacher researchers in Canada and Turkey as they worked towards the completion of their postgraduate degrees in the midst of teaching full-time. Attending carefully to participants' accounts of time use during the research process revealed heavy time pressure as informed by teaching, societal norms and familial obligations. In response to complex schedules, participants engaged in multitasking and research engagement happened amongst multiple personal and professional responsibilities. The findings of this study provide new ways to consider the competing demands shaping women's efforts to professionally develop and learn, and question the sustainability of teacher-led research as a sustainable professional learning endeavour beyond postgraduate studies

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Section: Professional Development In Educationmentioning

confidence: 98%

Section: Origins and Locations Of Teacher Researchmentioning

confidence: 99%

Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Mitton-Kukner

2015

Professional Development in Education

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“…Ineffective feedback is a known contributing factors to a breakdown in the supervision relationship (Manathunga 2005). The need for open, honest and unbiased communication has been identified (Cornelissen andvan den Berg 2014, McCallin andNayar 2012) as a method to overcome power imbalances in student-supervisor relationships. Unbiased communication through appreciative feedback (van Schalkwyk, et al 2016) is one way to balance the power relationship and should be regarded as an underlying principle when moving towards person-centred supervision practices.…”

Section: Tip 6 Create An Encouraging Research Supervision Culturementioning

confidence: 99%

Twelve tips for supervisors to move towards person-centered research supervision in health care sciences

et al. 2019

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The research supervisory role is becoming increasingly complex due to issues such as diversity of students; mismatched expectations between the student, supervisor and higher education institution and shorter and specific time-bound research outcomes. The current postgraduate research supervision culture and supervision practices should change. Moving towards person-centered research supervision practices may enhance the research environment, as healthful relationships between supervisors and postgraduate students may lead to increased postgraduate research outcomes. Using a World Café, we critically reflected on our existing research supervision practices. All healthcare educators involved in postgraduate research supervision were purposively selected to participate. During the café, we explored and shared ideas in a safe space. Twelve tips emerged, which can be implemented to move existing supervision practices towards person-centered research supervision practices. We present these twelve tips from the perspective of the four constructs of person-centeredness as outlined by McCormack and McCance -pre-requisites, environment, process, and outcomes. The use of these tips may enable both supervisors and students to flourish. Avoiding routine, ritual supervision practices and embracing personcentredness, will enable supervisors to form healthful relationships and put the postgraduate student at the heart of our supervision practices.

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“…For instance, will Susan, Teagan, and Carly engage in research outside the supports and structures of a graduate degree? Secondly, how does a teacher educator, in the role of thesis advisor, build bridges that might foster for individuals like Susan, Teagan, and Carly an autonomous professional learning mindset (Castle, 2006;Cornelissen & van den Berg, 2014;Schwarz, 2001;Shosh & Rappe Zales, 2007)? As I consider the ongoing multitasking (Mitton-Kukner, 2014, under review) in which participants engaged as multiple obligations intersected, and sometimes conflicted with their efforts, I am aware that in engaging in research was, at times, for Susan, Teagan, and Carly, tension-filled.…”

Section: Supporting Teacher Research Engagement In An Era Of Increasimentioning

confidence: 99%

Burrowing Into Female Teachers’ Temporal Constraints Experienced in the Midst of the Research Process

Mitton-Kukner

2015

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The focus of this qualitative study is on three female teachers’ experiences as teacher researchers in the midst of conducting first-time research studies about their own teaching/professional practices. Inquiring into participants’ accounts of their research experiences revealed complex personal and professional obligations shaping the amount of time that participants felt able to invest in the research process. The findings of this paper have implications for better understanding teacher research as a sustainable professional learning endeavour and for considering the complexities teacher researchers must navigate as part of their professional development.

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Characteristics of the research supervision of postgraduate teachers’ action research

Cited by 15 publications

References 24 publications

Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Twelve tips for supervisors to move towards person-centered research supervision in health care sciences

Burrowing Into Female Teachers’ Temporal Constraints Experienced in the Midst of the Research Process

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