Promoting agentive feedback engagement through dialogically minded approaches in doctoral writing supervision

Xiujuan SUN, John Gilbert TRENT

Research output: Contribution to journalArticlespeer-review

Abstract

Leaning on a holistic supervising doctoral writing framework, this study sets out to conceptualise and unpack the dialogic feedback experiences sustained within a PhD candidate’s research article writing process. A juxtaposition of multiple data sources uncovers that effective employment of supervision approaches to feedback essentially varies across time and space, which is interlaced with student response dynamics, voices of academic community, supervisor professional experience, and dialogic mediums. The single interwoven narrative affords a nuanced understanding of the decision-making mechanism, practices, and relationship elements constituting supervisory feedback dialogues. It highlights the historically and socio-relationally shaped nature of personal agency through which individuals enact and interpret situation-specific feedback discourses. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
JournalInnovations in Education and Teaching International
Early online date14 Dec 2020
DOIs
Publication statusE-pub ahead of print - 14 Dec 2020

Citation

Sun, X., & Trent, J. (2020). Promoting agentive feedback engagement through dialogically minded approaches in doctoral writing supervision. Innovations in Education and Teaching International. Advance online publication. doi: 10.1080/14703297.2020.1861965

Keywords

  • Doctoral writing
  • Supervision pedagogy
  • Feedback dialogues
  • Feedback dynamics
  • Individual agency
  • PG student publication

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