Clements, Jenny; (2024) An exploratory study of supervisory experiences between students and teachers at key stage 3. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

This thesis focused on understanding the experiences had by key stage 3 students and teacher supervisors during project based learning, where students and teachers discussed research in one-to-one supervisory meetings across three months. This study took place in a specific secondary school context and focused on the Higher Project Qualification, a research qualification equivalent of half a GCSE grade, through which student and teacher experiences were explored. Three student-teacher pairings formed the research sample, where three supervisory meetings between each student-teacher pairing were audio recorded across three months. Recordings were transcribed and read for points of interest, a process of analysis that took place across week-long incubation periods. A qualitative methodology was adopted in this exploratory research design, where three narrative accounts were created from the points of interest that emerged across the nine transcripts. The narrative accounts provided a recontextualization of the original data and an analysis of student experience that was not accessible in the original transcripts. Key themes emerged from the narrative accounts that resulted in a discussion of experiences and barriers in supervisory dialogue. This research identifies dialogic categories specific to supervisory dialogue and challenges the assumption that in dialogic education all discussion environments between teachers and students demand the same skill sets from teachers and students. The dialogic categories that emerge from supervisory discussion show that there is something problematic for teachers in adopting the role of supervisor and that supervisory discussion might be seen as a unique speech genre, requiring an expansion and development of the dialogic skills used in the classroom. The conclusions from this study show that different types of discussion exist outside the classroom environment and that there are barriers in understanding between students and teachers that needs teachers and project co-ordinators to reassess the demands of this discussion context.

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