FACULTY OF EDUCATION & SOCIAL WORK Doctoral supervision: Can a sociocultural approach assist in understanding and improving the process? Richard Walker, Kimberley Pressick-Kilborn and Erica Sainsbury

›A doctoral community of practice/learners Reading group Writing for publication Enculturation into theoretical perspectives Enculturation into methodological practices ›A discourse community Analysis of relevant sociocultural texts Shared/negotiated understanding of theoretical ideas Explanation, critique, justification Making understanding communal/public 2 Context for the presentation

›Processes in this doctoral community of practice exemplified many of the aspects of sociocultural theories: › -Social nature of learning, thinking and motivation › -Making thinking and learning public through practices/discourse › -Zones of proximal development for new learning and understanding › -Scaffolding of learning experiences › -Opportunities for transformative internalisation and externalisation › -Gradual transfer of responsibility › -Adjustment of support as required › -Emotional and motivational support › -Development of identity as a researcher 3

›Our unified sociocultural framework ›Draws on sociocultural ideas from: ›Vygotsky ›Valsiner ›Goodnow ›Rogoff ›Sivan ›McCaslin ›Lave and Wenger 4

›Meta-theoretical Perspective › -Concerned with the relationship of the social world and the world of the individual. › -The social and individual worlds are interdependent but qualitatively different (inclusive separation-Valsiner) › -Recognises personal agency › -Avoids social determinism ›Provides an understanding of the discipline/supervisor/student context 5

›Theoretical issues ›Culture and cultural practices ›Zone of proximal development ›Transformative internalisation and externalisation ›Interpersonal relations, intersubjectivity and co-regulation ›Canalisation and self-canalisation ›Planes of analysis ›Identity formation 6

›Culture and cultural practices ›Learning, thinking and motivation have their origins in cultural practices ›Cultural practices are recurrent actions or activities that can be maintained, changed or challenged ›Cultural practices have cognitive, motivational and affective properties and consequences ›Doctoral students are enculturated into the academic practices of their disciplines 7

›Zone of proximal development as a cognitive zone › -Cognitive structuring of a learning activities › -Reduction of cognitive complexity › -Sensitivity to the learner’s capabilities › -Optimally challenging tasks calibrated to the learner’s level › -Transfer of control and responsibility with increasing competence 8

›The ZPD is an affective, relational zone or motivational zone ›A socially mediated space that involves Sensitivity and trust Learner confidence and interest Acknowledges learner’s mastery and developing self-efficacy Likely to lead to valuing and interest Assistance helps with emotional regulation Positive emotions A sense of caring and well being A sense of belonging 9

›The internalisation of identity › -Occurs when ZPD’s are created › -With the development of positive relations › -With the development of intersubjectivity ›The supervisor’s relationship with the doctoral student contributes to the student’s development of an identity as a researcher 10

Framing supervision from a sociocultural perspective contributes: ›-conceptual tools for providing coherent explanations of learning and change during doctoral candidature ›-to understanding processes of learning and motivation during researcher development ›-a focus on cognitive, affective and motivational processes in doctoral supervision ›-a focus on identity development as a researcher ›-implications for our practices as research supervisors 11 Conclusion