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A Co/Autoethnography Of Peer Support And Phds: Being, Doing, And Sharing In Academia, Karen Mcphail-Bell, Michelle Louise Redman-Maclaren Dr
A Co/Autoethnography Of Peer Support And Phds: Being, Doing, And Sharing In Academia, Karen Mcphail-Bell, Michelle Louise Redman-Maclaren Dr
The Qualitative Report
As doctoral students, we were well aware of the social, cultural, and economic isolation experienced by many students working towards a PhD. In this paper, we provide an account of an informal peer support model that assisted us to successfully complete our PhDs. We used co/autoethnography to write into each other’s story, seeking to improve our research practice through creative reflection. Data included over 215 emails generated through our “weekly check-ins” during our PhDs, for a period of over 18 months. Following the iterative nature of co/autoethnography, we generated further data through collaborative analysis and reflexive, creative writing. Analysis involved …
Commentary: Posing Questions To Support And Challenge -- A Guide For Mentoring Staff, Suzanne T. Nevers, Sherri Melrose
Commentary: Posing Questions To Support And Challenge -- A Guide For Mentoring Staff, Suzanne T. Nevers, Sherri Melrose
Internet Journal of Allied Health Sciences and Practice
Staff development educators seeking to mentor health care practitioners towards thinking more critically may integrate a questioning approach into their teaching. However, posing questions that both support and challenge learners is an intentional process. This article provides an overview of the contextual considerations, dynamics and mechanics that educators need to understand in order to pose high level questions that invite learners to engage in reflection, problem solving and evidence informed practice. The approaches are framed from a constructivist theoretical perspective, a mentoring model of instruction and Socratic dialogue. The suggestions are practical mentoring strategies that can be readily integrated into …