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Supervisor development through creative approaches to writing

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The development of research higher degree supervisors is a relatively recent phenomenon. In most cases, supervisor development continues within the traditional workshop mode and remains firmly located within what Bob Smith calls the “administrative framing” of supervision. This framing ensures that a liberal and policy-orientated discourse retains dominance as the mode of solving problems in supervision. This article explores three creative approaches to supervisor development that take writing as their starting point for critical inquiry. Each approach enables the exploration and troubling of supervisors' identities, which contains some risks. Careful balancing of benefits and risks opens up possibilities for developing supervision pedagogy that makes central a level of complexity that the administrative framing of supervision often erases. Le developpement des superviseurs de programmes postgradues axes sur la recherche est un phenomene relativement recent. Dans la plupart des cas, le developpement des superviseurs s'effectue par l'entremise du mode traditionnel des ateliers de formation et demeure fermement ancre dans ce que Bob Smith nomme le « cadrage administratif » (administrative framing) de la supervision. Ce cadrage assure que le discours liberal et oriente sur les politiques demeure le modele dominant de resolution des problemes associes a la supervision. Cet article explore trois approches novatrices du developpement des superviseurs qui font appel a la redaction comme point de depart de la reflexion critique. Chaque approche permet l'exploration et la remise en question des identites du superviseur, ce qui peut comporter des risques. Une mise en relation equilibree des benefices et des risques fournit des possibilites de developpement d'une pedagogie de la supervision ayant en son centre un niveau de complexite qui est souvent efface par le cadrage administratif de la supervision.
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Keywords: doctoral supervision; supervisor development; writing

Document Type: Research Article

Affiliations: 1: Teaching Educational Development Institute, Graduate School, University of Queensland, Brisbane, QLD 4072, Australia 2: Teaching and Learning Unit, Faculty of Economics and Commerce, University of Melbourne, Melbourne, VIC, Australia 3: Teaching and Learning Centre, University of Canberra, Canberra, ACT, Australia

Publication date: 2010-03-01

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