Doctoral education is the higher level of education in the education systems. Associated with education comes the pedagogy that is implemented and the supervision process. In this research work, we start to study the pedagogy and the supervision practices that were perceived by doctoral students in a specific population - Science Education PhD. First, an exploratory survey was applied to PhD students that were participating in a national meeting of Science Education for young researchers. Secondly a similar survey was applied, but in another specific context –students enrolled in Science Education PhD at Nova Lisbon University (UNL). Some similarities were found: the pedagogy perceived by students and the evidence that students’ don´t monitor or evaluate the research process during the PhD. In addition, some differences were also verified not only in the supervision practices as well in the supervisor engagement in the PhD research process.

Published in: World Congress on Education (WCE-2018)

  • Date of Conference: 15-18 July 2018
  • DOI: 10.2053/WCE.2018.0026
  • ISBN: 978-1-908320-91-9
  • Conference Location: Dublin, Ireland