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Doctoral Education: Student and Faculty Perspectives

Doctoral Education: Student and Faculty Perspectives. Dr Ian Kinchin & Dr Camille Kandiko King’s College London. Joseph Novak: Concept mapping. ANIMALS. can be. INVERTEBRATE. VERTEBRATE. M O R E S P E C I F I C. mostly. can be. are. COLD BLOODED. WARM BLOODED. ARTHROPODS.

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Doctoral Education: Student and Faculty Perspectives

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  1. Doctoral Education: Student and Faculty Perspectives Dr Ian Kinchin & Dr Camille Kandiko King’s College London

  2. Joseph Novak: Concept mapping ANIMALS can be INVERTEBRATE VERTEBRATE M O R E S P E C I F I C mostly can be are COLDBLOODED WARMBLOODED ARTHROPODS can be insulated with TERRESTRIAL MARINE FUR FEATHERS e.g. crabs, lobsters e.g. sheep,cats e.g. robins, penguins e.g. beetles,flies

  3. TEACHING TEACHING transmits of ACCEPTED KNOWLEDGE responsive to starts with PRIOR KNOWLEDGE use study within a STUDENTS DISCIPLINE to students for a basis for of REPRODUCTION construct for PERSONAL UNDERSTANDING ASSESSMENT LINEAR CYCLIC relates to

  4. Faculty 1a (Senior supervisor)

  5. Faculty 1b (Junior supervisor)

  6. Student 1

  7. Faculty 2

  8. Student 2 “nascent cycle”

  9. student view faculty view faculty career cycle Is linearity a result of the “pedagogisation” of the PhD?

  10. Further reading: Kandiko, C.B. and Kinchin, I.M. (2012) What is a PhD? Process versus product in PhD supervision. Educational Research, In Press camille.kandiko@kcl.ac.uk ian.kinchin@kcl.ac.uk

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