Innovations in education and teaching international

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  Año 2015, Vol. 52, Número 1

  • Editorial

    • Doctoral candidate learning

      Jeffrey M. Keefer, Gina Wisker, Margaret Kiley

      págs. 1-3

      

  • Articles

    • Fit matters in the supervisory relationship: doctoral students and supervisors perceptions about the supervisory activities

      Kirsi Pyhältö, Jenna Vekkaila, Jenni Keskinen

      • Resumen

      págs. 4-16

      

    • Experiencing doctoral liminality as a conceptual threshold and how supervisors can use it

      Jeffrey M. Keefer

      • Resumen

      págs. 17-28

      

    • Workplace learning during the science doctorate: what influences research learning experiences and outcomes?

      Gregory Hum

      • Resumen

      págs. 29-40

      

    • Opportunities to learn scientific thinking in joint doctoral supervision

      Sofie Kobayashi, Brian W. Grout, Camilla Østerberg Rump

      • Resumen

      págs. 41-51

      

    • ‘I didn’t have a clue what they were talking about’: PhD candidates and theory

      Margaret Kiley

      • Resumen

      págs. 52-63

      

    • Developing doctoral authors: engaging with theoretical perspectives through the literature review

      Gina Wisker

      • Resumen

      págs. 64-74

      

    • Examiner reference to theory in PhD theses

      Allyson L. Holbrook, Sid Bourke, Hedy Fairbairn

      • Resumen

      págs. 75-85

      

    • Learning to supervise: four journeys

      Gill Turner

      • Resumen

      págs. 86-98

      

    • The rules of the game: a short guide for PhD students and new academics on publishing in academic journals

      Adrian Wilkinson

      • Resumen

      págs. 99-107

      

  • Book Review

    • Developing generic support for doctoral students: practice and pedagogy

      Gina Wisker

      Es reseña de:

      • Developing generic support for doctoral students: practice and pedagogy

        Londres : Susan Carter and Deborah Laurs, 2014

      págs. 108-110