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      Developing discourses of knowledge and understanding: longitudinal studies of Ph.D. supervision

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      ,
      London Review of Education
      IOE Press
      DOCTORAL EDUCATION, PH.D. SUPERVISION, CONCEPT MAPPING, BERNSTEIN
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            Abstract

            Competing notions of what a Ph.D. has been, is and should be are undercurrents in doctoral education. A longitudinal study of Ph.D. supervision based on interviews and concept mapping was used to surface understandings of the purpose of a Ph.D. This research tracks change over time for both the student and the supervisor. The data were analysed using Bernstein's horizontal and vertical discourses, describing how students can focus on 'content' knowledge aspects and miss out on key 'process' understanding. A discussion follows on how the pedagogic discourse of supervision can work towards a balance of knowledge and understanding.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 March 2013
            : 11
            : 1
            : 46-58
            Article
            1474-8460(20130301)11:1L.46;1- s5.phd /ioep/clre/2013/00000011/00000001/art00005
            10.1080/14748460.2012.761819
            9f759a25-a31c-4ae0-ad78-87c6eaff5845
            Copyright @ 2013
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            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            PH.D. SUPERVISION,BERNSTEIN,CONCEPT MAPPING,DOCTORAL EDUCATION

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