ABSTRACT

This paper reports an Action Research Inquiry that aimed to develop research supervision as a learning strategy, in order to facilitate early childhood undergraduates’ completion of a primary research project and dissertation in the final year of their degree programme. Researchers in this context are conceptualised as a community of practice where there is a common goal for undergraduates to become researchers. In this community, supervision accompanies students along their research project; it provides opportunities for learning for the supervisor and the student. Communities of Practice are spaces for social learning. The objectives of introducing supervision as a group social practice were to provide a space to develop researcher identity, apply research skills and make sense of the experience of research. Group Supervision represented a shift in teaching and learning practice. Action Research was applied as a research method. Such an approach placed emphasis on the participation and collaboration of lecturers in a strategy for changing practice. The research was conducted in a University in the United Kingdom. One cycle of action research was completed. Findings from the study suggest Group Supervision is valued and understood, by lecturers and students, as a social learning process.

摘要

本文报告了一项行动研究调查，旨在将研究监督发展为一种学习策略，以促进幼儿本科生在学位课程的最后一年完成主要研究项目和论文。在这种情况下，研究人员被概念化为一个实践社区，本科生有一个共同的目标成为研究人员。在这个社区中，监督伴随着学生完成他们的研究项目；它为主管和学生提供了学习的机会。实践社区是社会学习的空间。将监督作为一种群体社会实践引入的目的是为发展研究人员身份、应用研究技能和理解研究经验提供空间。小组监督代表了教学实践的转变。行动研究被用作研究方法。这种方法强调讲师在改变实践的策略中的参与和协作。这项研究是在英国的一所大学进行的。完成一个行动研究周期。研究结果表明，讲师和学生重视并理解小组监督是一种社会学习过程。