Academic reading in researchers training: The pedagogical function of the thesis supervisor
DOI:
https://doi.org/10.33010/ie_rie_rediech.v13i0.1427Keywords:
Postgraduates, scientific research, reading, educational guidance, supervisorsAbstract
The educational path of doctoral students to carry out their research is accompanied by complex academic reading processes; however, there is scarce research that carries out an analysis in this regard, and about the pedagogical function the thesis supervisor can perform to promote the development of this type of reading. Given this situation, in this essay, based on an analysis of studies that focus or are like this topic, the challenges that doctoral students need to face when carrying out different types of reading according to the different processes of their research are made visible. Likewise, pedagogical resources that can be applied by thesis supervisors are addressed to contribute to the development of an academic reading focused on research, in which the training process of the doctoral student is considered. In addition to this, the need to carry out studies that allow a greater understanding of the academic reading processes of the doctoral students is pointed out, as well as the development of systematized pedagogical strategies that the thesis supervisor can apply to favor them, in accordance with the training process of the student and his disciplinary field.
References
Bastalich, W. (2017). Content and context in knowledge production: A critical review of doctoral supervision literature. Studies in Higher Education, 42(7), 1145-1157. https://doi.org/10.1080/03075079.2015.1079702
Burgess, M. L., Benge, C., Onwuegbuzie, A. J., y Mallette, M. H. (2012). Doctoral students’ reasons for reading empirical research articles: A mixed analysis. The Journal of Effective Teaching, 12(3), 5-33. https://uncw.edu/jet/articles/vol12_3/onwuegbuzie.html
Carlino, P. (2006). La escritura en la investigación [Documento de trabajo, 19]. Universidad de San Andrés. https://www.aacademica.org/paula.carlino/66
Carlino, P. (2008). Revisión entre pares en la formación de posgrado. Lectura y Vida: Revista Latinoamericana de Lectura, 29(2), 20-28. http://www.lecturayvida.fahce.unlp.edu.ar/numeros/a29n2/29_02_Carlino.pdf
Carter, S., y Kumar, V. (2017). Ignoring me is part of learning: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International, 54(1), 68-75. https://doi.org/10.1080/14703297.2015.1123104
Castelló, M. (2007). El proceso de composición de textos académicos. En M. Castelló (coord.). Escribir y comunicarse en contextos científicos y académicos. Conocimientos y estrategias (pp. 47-82). Graó.
Castelló, M., Bañales, G., Corcelles, M., Iñesta, A., y Vega, N. (2011). La voz del autor en la escritura académica: una propuesta para su análisis. Revista Signos, 44(76), 105-117. http://dx.doi.org/10.4067/S0718-09342011000200001
Castelló, M., Iñesta, A., y Corcelles, M. (2013). Learning to write a research article: Ph.D. students’ transitions toward disciplinary writing regulation. Research in the Teaching of English, 47(4), 442-477. https://www.jstor.org/stable/24397847
Castelló, M., y Monereo, C. (1999). El conocimiento estratégico en la toma de apuntes: un estudio en la educación superior. Infancia y Aprendizaje, (88), 25-42. https://doi.org/10.1174/021037099760246590
Chalmers, A. F. (2009). ¿Qué es esa cosa llamada ciencia? Una valoración de la naturaleza y el estatuto de la ciencia y sus métodos. Siglo XXI.
Daniels, H. (2012). Vygotsky y la pedagogía. Paidós.
Díaz-Barriga, F., y Hernández, G. (2010). Estrategias docentes para un aprendizaje significativo. McGraw-Hill.
Difabio de Anglat, H. (2011). Las funciones del tutor de la tesis doctoral en educación. Revista Mexicana de Investigación Educativa, 16(50), 935-959. http://www.scielo.org.mx/pdf/rmie/v16n50/v16n50a12.pdf
Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions and abilities. https://education.illinois.edu/docs/default-source/faculty-documents/robert-ennis/thenatureofcriticalthinking_51711_000.pdf
Fernández, L., y Wainerman, C. (2015). La dirección de tesis de doctorado: ¿una práctica pedagógica? Perfiles Educativos, 37(148), 156-171. https://doi.org/10.22201/iisue.24486167e.2015.148.49319
Flavell, J. (1976). Metacognitive aspects of problem solving. En L. B. Resnik (ed.), The nature of intelligence (pp. 231-235). Erlbaum.
Kiley, M. (2015). ‘I didn’t have a clue what they were talking about’: PhD candidates and theory. Innovations in Education and Teaching International, 52(1), 52-63. https://doi.org/10.1080/14703297.2014.981835
Kwan, B. S. C. (2008). The nexus of reading, writing and researching in the doctoral undertaking of humanities and social sciences: Implications for literature reviewing. English for Specific Purposes, 27(1), 42-56. https://doi.org/10.1016/j.esp.2007.05.002
Kwan, B. S. C. (2009). Reading in preparation for writing a PhD thesis: Case studies of experiences. Journal of English for Academic Purposes, 8(3), 180-191. https://doi.org/10.1016/j.jeap.2009.02.001
Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33, 267-281. https://doi.org/10.1080/03075070802049202
Lindsay, D., Poindron, P., y Morales, T. (2013). Guía de redacción científica. Trillas.
Lorch, R., Lorch, P. E., y Klusewitz, M. A. (1993). College students conditional knowledge about reading. Journal of Educational Psychology, 85(2), 239-252. http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=yrovfta&NEWS=N&AN=00004760-199306000-00003.
McAlpine, L. (2012). Shining a light on doctoral reading: Implications for doctoral identities and pedagogies. Innovations in Education and Teaching International, 49(4), 351-361. https://doi.org/10.1080/14703297.2012.728875
McAlpine, L. (2020). What else could you be doing to advance your PhD progress and outcomes?/Managing your PhD to build your career. Ponencia presentada en “Negotiating the uncertainty of researcher careers”. Barcelona, España. https://www.youtube.com/watch?v=KAkl188ZUvs
McAlpine, L., Jazvac-Martek, M., y Hopwood, N. (2009). Doctoral student experience in education: Activities and difficulties influencing identity development. International Journal for Researcher Development, 1(1), 97-109. https://doi-org.pbidi.unam.mx:2443/10.1108/1759751X201100007
Meyer, J., y Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373-388. https://doi.org/10.1007/s10734-004-6779-5
Miras, M., y Solé, I. (2007). Elaboración y comunicación del conocimiento científico. En M. Castelló (coord.), Escribir y comunicarse en contextos científicos y académicos (pp. 83-112). Graó.
Peredo, M. A. (2012). Habilidades complejas de lectura en el posgrado: ¿Formación o disonancia? Editorial Universitaria, Universidad de Guadalajara.
Peredo, M. A. (2016). Lectura y ciencia en diversos posgrados y disciplinas. Revista de la Educación Superior, 45(180), 41-54. https://doi.org/10.1016/j.resu.2016.07.001
Rong, M. (2019). Advanced academic literacy development: A case study of a successful Chinese doctoral student. Language, Culture and Curriculum, 32 (2), 207-222. https://doi.org/10.1080/07908318.2018.1540633
Saltmarsh, D. y Saltmarsh, S. (2008). Has anyone read the reading? Using assessment to promote academic literacies and learning cultures. Teaching in Higher Education, 13(6), 621-632. https://doi.org/10.1080/13562510802452343
Scardamalia, M., y Bereiter, C. (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y Aprendizaje, 58, 43-64. https://doi.org/10.1080/02103702.1992.10822332
Schraw, G., y Bruning, R. (1996). Readers’ implicit models of reading. Reading Research Quarterly, 31(3), 290-305. https://doi.org/10.1598/RRQ.31.3.4
Stracke, E., y Kumar, V. (2010) Feedback and self-regulated learning: Insights from supervisors’ and PhD examiners’ reports. Reflective Practice, 11(1), 19-32. https://doi.org/10.1080/14623940903525140
Suazo, G. (2017). Abecedario de dichos y frases hechas. Edaf.
Ursin, J., Vähäsantanen, K., McAlpine, L., y Hökkä, P. (2020). Emotionally loaded identity and agency in Finnish academic work. Journal of Further and Higher Education, 44(3), 311-325. https://doi.org/10.1080/0309877X.2018.1541971
Vygotsky, L. (2006). Pensamiento y lenguaje. Ediciones Quinto Sol.
Wisker, G. (2015). Developing doctoral authors engaging with theoretical perspectives through the literature review. Innovations in Education and Teaching International, 52(1), 64-71. https://doi.org/10.1080/14703297.2014.981841
Wisker, G. (2018). Different journeys: Supervisor perspectives on disciplinary conceptual threshold crossings in doctoral learning. Critical Studies in Teaching and Learning, 6(2), 40-59. https://doi.org/10.14426/cristal.v6i2.148
Wisker, G., y Robinson, G. (2009). Encouraging postgraduate students of literature and art to cross conceptual thresholds. Innovations in Education and Teaching International, 46(3), 317-330. https://doi.org/10.1080/14703290903069035
Xiwen, X., y Xuemei, L. (2018). Teaching academic writing through a process-genre approach: A pedagogical exploration of an EAP program in China. TESL-EJ, 22(2), 1-21. http://www.tesl-ej.org/wordpress/issues/volume22/ej86/ej86a1/
Zanotto, M., Monereo, C., y Castelló, M. (2011). Estrategias de lectura y producción de textos académicos: leer para evaluar un texto científico. Perfiles Educativos, 33(133), 10-29. https://doi.org/10.22201/iisue.24486167e.2011.133.27901
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Mercedes Zanotto González, Alejandra Platas-García
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
