Tracing pedagogical progression on the doctoral level : Review of instructional immediacy needs, behaviors and outcomes
Loading...
Access rights
openAccess
URL
Journal Title
Journal ISSN
Volume Title
A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
This publication is imported from Aalto University research portal.
View publication in the Research portal (opens in new window)
View/Open full text file from the Research portal (opens in new window)
Other link related to publication (opens in new window)
View publication in the Research portal (opens in new window)
View/Open full text file from the Research portal (opens in new window)
Other link related to publication (opens in new window)
Authors
Date
2018-01-01
Department
Major/Subject
Mcode
Degree programme
Language
en
Pages
16
58-73
58-73
Series
INTERNATIONAL JOURNAL OF ENGINEERING PEDAGOGY, Volume 8, issue 5
Abstract
While much has been written about cognition and intellect as factors enhancing researcher productivity, less is known about the mental processes impacting scholarly endeavors. The anxiety stemming from such vast and solitary projects as thesis writing has been recognized, but the literature on doctoral study has been more silent on pedagogies supporting thesis completion. To design effective pedagogies mediating postgraduate degree completion and promoting research quality, this article traces pedagogical progression on the doctoral level. As a modest empirical effort investing in affective learning, this work analyses doctoral students' needs for instructional writing support. The analysis reveals unmet needs that undermine student well-being, engagement, and writing progress. The qualitative analysis of 93 engineering candidates' responses directs the pedagogic focus in doctoral writing away from language proficiency towards holistic consideration of learner needs, especially in terms of the affective load involved in thesis writing. This article aims to decelerate the trend towards decreased contact hours on the doctoral level through empirically-derived evidence highlighting the importance of face-to-face instruction. As pedagogy, this study proposes 1) participation in the research community of practice through peer reviews to intensify mimicry strategy in adopting expertise, and 2) teacher immediacy as means of promoting the quality of the mentor-mentée relationship and of ultimately expediting research progress and degree completion.Description
Keywords
Doctoral education, Emotive needs, Perceived caring, Teacher immediacy
Other note
Citation
Lappalainen, P 2018, ' Tracing pedagogical progression on the doctoral level : Review of instructional immediacy needs, behaviors and outcomes ', International Journal of Engineering Pedagogy, vol. 8, no. 5, pp. 58-73 . https://doi.org/10.3991/ijep.v8i5.8668