van Rensburg, Henriette and Danaher, P. A. (2011) The possibilities and problems of dialogical pedagogy: lessons from an Australian university survey questionnaire for supervising postgraduate learning. In: Nygaard, Claus and Courtney, Nigel and Frick, Liezel, (eds.) Postgraduate education: form and function. Learning in Higher Education (4). Libri Publishing , Oxfordshire, United Kingdom, pp. 187-204. ISBN 978-1-907471-26-1
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Dialogical pedagogy has previously been proposed as a productive framework for conceptualising and implementing postgraduate education. This chapter considers the possibilities and problems associated with applying dialogical pedagogy to postgraduate learning and supervision in an Australian university faculty of education, based on selected quantitative and qualitative results from an online survey questionnaire completed by masters and doctoral students. The thematic analysis focuses on the degree to which respondents felt connected with their supervisors and links those perceptions with dialogical pedagogy. The chapter’s findings have important implications for understanding how teaching methods ideally and practically affect students’ learning in postgraduate education.
|Item Type:||Book Chapter (Commonwealth Reporting Category B)|
|Additional Information:||Chapter 12. Authors retain copyright of individual chapters. Print copy held in the USQ Library at call no. 378.155 Pos.|
|Uncontrolled Keywords:||Australia; dialogical pedagogy; postgraduate supervision|
|Fields of Research (FOR2008):||13 Education > 1301 Education Systems > 130103 Higher Education|
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
|Socio-Economic Objective (SEO2008):||C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy|
|Deposited On:||10 Apr 2012 16:40|
|Last Modified:||16 Apr 2012 09:49|
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