Research groups and training of supervisors: statements of researchers
This article discusses the possibilities for research groups to serve as educational time-spaces for consolidating praxis in supervision in graduate education programs. New advising strategies and initiatives are observed in an environment characterized by internal demands and external inductions to...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/8943 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/8943 |
| Access Level: | acceso abierto |
| Palabra clave: | Orientação de Tese Professor Orientador Pós-Graduação em Educação Grupo de Pesquisa formação de orientadores Thesis Orientation Supervising Professor Graduate Studies in Education Research Group Dirección de Tesis Profesor Orientador Posgrado en Educación Grupo de Investigación Orientation de Thèse Professeur Directeur Postgraduation en Éducation Groupe de Recherche |
| Sumario: | This article discusses the possibilities for research groups to serve as educational time-spaces for consolidating praxis in supervision in graduate education programs. New advising strategies and initiatives are observed in an environment characterized by internal demands and external inductions to the graduate programs and their supervisors. A study with 562 research group leaders who work as professors in doctoral programs in education collected data about the organization, functioning and advising practices in their groups. The data highlight the general research and supervision strategies in particular, and the perceptions of the respondents about the potential of the research groups for training researchers and supervisors. |
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