Education and actions of neophyte supervisors in science education:
a dispositional sociological investigation
DOI:
https://doi.org/10.21713/rbpg.v18i39.1828Keywords:
research supervisor, research pedagogy and actions, dispositional sociologyAbstract
Considering the importance of the supervisor as the main reference in the education of new researchers
and leading of investigations, this paper aims to understand the education and acting of the supervisors
through their dispositions. There is a lack of theoretical interpretations that allow us to understand these
processes. We believe that the dispositions, concepts proposed by Bernard Lahire, can contribute to this
sense. We analyse the dispositions of three neophyte supervisors around Science Education, identify
and discuss those that relate most directly to their work as supervisors revealing relationships between
their personal and academic trajectories and their role as supervisor through dispositional analysis. We dialogue with the scarce literature on the theme pointing to the originality that the disposition promotes by understanding the education for orientation as the result of a trajectory that began much earlier than entering university.
References
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ANGLAT, H. F. Las funciones del tutor de la tesis doctoral en educación. Revista Mexicana de Investigación Educativa, v. 16, n. 50, p. 935-959, 2011.
BENMORE, A. Boundary management in doctoral supervision: how supervisors negotiate roles and role transitions throughout the supervisory journey. Studies in Higher Education, v. 41, n. 7, p. 1251-1264, 2016.
BERMAN, J.; SMYTH, R. Conceptual framework in the doctoral research process: a pedagogical model. Innovations in Education and Teaching International, v. 52, n. 2, p. 125-136, 2015.
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HALSE, C. “Becoming a supervisor”: the impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, Abingdon, v. 36, n. 5, p. 557-570, 2011.
HALSE, C.; MALFROY, J. Retheorizing doctoral supervision as professional work. Studies in Higher Education, Abingdon, v. 35, n. 1, p. 79-92, 2010.
HARRISON, S.; GRANT, C. Exploring of new models of research pedagogy: time to let go of master-apprentice style supervision? Teaching in Higher Education, v. 20, n. 5, p. 556-566, 2015.
HENDERSON, E. F. Anticipating doctoral supervision: (Not)bridging the transition from supervisee to supervisor. Teaching in Higher Education, v. 23, n. 4, p. 403-418, 2018.
LAHIRE, B. O Homem Plural. Lisboa: Instituto Piaget, 2003.
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LATEGAN, L. O. K. "Research education": a concept wider than postgraduate supervision? Journal for New Generation Sciences, Centurion, v. 12, n. 2, p. 43-58, 2014.
LEE, D. Sexual harassment in PhD supervision. Gender and Education, v. 10, n. 3, pp.299-312, 1998.
LEMMER, E. M. The postgraduate supervisor under scrutiny: an autoethnographic inquiry. Qualitative Sociology Review, v. 12, n. 1, p. 78-97, 2016.
LOPES, J. T. O. Registros do actor plural: Bernard Lahire na sociologia portuguesa. Porto: Edições Afrontamento 2012.
MAZZILLI, S. O papel da orientação na formação de pesquisadores em Educação. In: REUNIÃO ANUAL DA ANPED, 31., 2008, Caxambu. Anais... Caxambu: Associação Nacional de Pós-Graduação e Pesquisa em Educação, 2008. p. 1-12.
MCCORMACK, C.; PAMPHILON, B. More than a confessional: postmodern groupwork to support postgraduate supervisors’ professional development. Innovations in Education and Teaching International, Abingdon, v. 41, n. 1, p. 23- 37, 2004.
MORAES, F. T. Estudantes de mestrado e doutorado relatam suas dores na pós-graduação. Folha de São Paulo, São Paulo, 18 dez. 2017, Ciência. Disponível em https://www1.folha.uol.com.br/ciencia/2017/12/1943862-estudantes-de-mestrado-e-doutorado-relatam-suas-dores-na-pos-graduacao.shtml. Acesso em 24 out. 2019.
ZEEGERS, M.; BARRON, D. Pedagogical concerns in doctoral supervision: a challenge for pedagogy. Quality Assurance in Education, Bingley, v. 20, n. 1, p. 20-30, 2012.
AKERLIND, G.; MCALPINE, L. supervising doctoral students: variation in purpose and pedagogy. Studies in Higher Education, v. 42, n. 9, p. 1686-1698, 2017.
AMUNDSEN, C.; MCALPINE, L. ‘Learning supervisio’: trial by fire. Innovations in Education and Teaching International, v. 46, n. 3, p. 331-342, 2009.
ANGLAT, H. F. Las funciones del tutor de la tesis doctoral en educación. Revista Mexicana de Investigación Educativa, v. 16, n. 50, p. 935-959, 2011.
BENMORE, A. Boundary management in doctoral supervision: how supervisors negotiate roles and role transitions throughout the supervisory journey. Studies in Higher Education, v. 41, n. 7, p. 1251-1264, 2016.
BERMAN, J.; SMYTH, R. Conceptual framework in the doctoral research process: a pedagogical model. Innovations in Education and Teaching International, v. 52, n. 2, p. 125-136, 2015.
BIANCHETTI, L.; QUARTIERO, E. M. Researchers under pressure: a comparative study of the new forms of producing, advising and transmiting knowledge in Brazil and the European Union. European Educational Resarch Journal, v. 9, n. 4, p. 498-509, 2010.
BIANCHETTI, L. Formação de docentes e pós-graduação: docente ou pesquisador? Há futuro para esse ofício? Educação Unisinos, São Leopoldo, v. 16, n. 3, p. 272-279, 2012.
BOGELUND, P. How supervisors perceive PhD supervision – and how they practice it. International Journal of Doctoral Studies, Santa Rosa, v. 10, p. 39-55, 2015.
BOURDIEU, P. Esboço de uma teoria da prática. In: ORTIZ, R. (Ed.). Pierre Bourdieu: Sociologia. São Paulo: Ática, 1983. p.46-81.
COSTA, A. F.; LOPES, J. T. C.(Coord.) Os estudantes e os seus trajectos no ensino superior: sucesso e insucesso, factores e processos, promoção de boas práticas. Portugal: Centro de Investigação e Estudos de Sociologia. Instituto de Sociologia. Relatório. 2008.
HALSE, C. “Becoming a supervisor”: the impact of doctoral supervision on supervisors’ learning. Studies in Higher Education, Abingdon, v. 36, n. 5, p. 557-570, 2011.
HALSE, C.; MALFROY, J. Retheorizing doctoral supervision as professional work. Studies in Higher Education, Abingdon, v. 35, n. 1, p. 79-92, 2010.
HARRISON, S.; GRANT, C. Exploring of new models of research pedagogy: time to let go of master-apprentice style supervision? Teaching in Higher Education, v. 20, n. 5, p. 556-566, 2015.
HENDERSON, E. F. Anticipating doctoral supervision: (Not)bridging the transition from supervisee to supervisor. Teaching in Higher Education, v. 23, n. 4, p. 403-418, 2018.
LAHIRE, B. O Homem Plural. Lisboa: Instituto Piaget, 2003.
______. Retratos sociológicos: disposições e variações intraindividuais. Porto Alegre: Artmed, 2004. 344.
______. Franz Kafka: élements pour une théorie de la création littéraire. Paris: La Découverte, 2010.
______. Monde Pluriel: Penser l’unité des sciences sociales. Paris: Editora Seuil, 2012.
LATEGAN, L. O. K. "Research education": a concept wider than postgraduate supervision? Journal for New Generation Sciences, Centurion, v. 12, n. 2, p. 43-58, 2014.
LEE, D. Sexual harassment in PhD supervision. Gender and Education, v. 10, n. 3, pp.299-312, 1998.
LEMMER, E. M. The postgraduate supervisor under scrutiny: an autoethnographic inquiry. Qualitative Sociology Review, v. 12, n. 1, p. 78-97, 2016.
LOPES, J. T. O. Registros do actor plural: Bernard Lahire na sociologia portuguesa. Porto: Edições Afrontamento 2012.
MAZZILLI, S. O papel da orientação na formação de pesquisadores em Educação. In: REUNIÃO ANUAL DA ANPED, 31., 2008, Caxambu. Anais... Caxambu: Associação Nacional de Pós-Graduação e Pesquisa em Educação, 2008. p. 1-12.
MCCORMACK, C.; PAMPHILON, B. More than a confessional: postmodern groupwork to support postgraduate supervisors’ professional development. Innovations in Education and Teaching International, Abingdon, v. 41, n. 1, p. 23- 37, 2004.
MORAES, F. T. Estudantes de mestrado e doutorado relatam suas dores na pós-graduação. Folha de São Paulo, São Paulo, 18 dez. 2017, Ciência. Disponível em https://www1.folha.uol.com.br/ciencia/2017/12/1943862-estudantes-de-mestrado-e-doutorado-relatam-suas-dores-na-pos-graduacao.shtml. Acesso em 24 out. 2019.
ZEEGERS, M.; BARRON, D. Pedagogical concerns in doctoral supervision: a challenge for pedagogy. Quality Assurance in Education, Bingley, v. 20, n. 1, p. 20-30, 2012.
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Published
2022-12-19
How to Cite
MASSI, L. Education and actions of neophyte supervisors in science education:: a dispositional sociological investigation. Brazilian Journal of Graduate Studies, Brasília, DF, v. 18, n. 39, p. 1–21, 2022. DOI: 10.21713/rbpg.v18i39.1828. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/1828. Acesso em: 18 sep. 2026.
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