{"title":"导师反馈与博士生学术素养发展:以论文发表写作为例","authors":"Jie Bao, Dezheng (William) Feng","doi":"10.1080/13562517.2023.2283727","DOIUrl":null,"url":null,"abstract":"This study examines how supervisory feedback facilitates doctoral students’ academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collecte...","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":"25 4","pages":""},"PeriodicalIF":2.4000,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication\",\"authors\":\"Jie Bao, Dezheng (William) Feng\",\"doi\":\"10.1080/13562517.2023.2283727\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study examines how supervisory feedback facilitates doctoral students’ academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collecte...\",\"PeriodicalId\":22198,\"journal\":{\"name\":\"Teaching in Higher Education\",\"volume\":\"25 4\",\"pages\":\"\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-11-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/13562517.2023.2283727\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/13562517.2023.2283727","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication
This study examines how supervisory feedback facilitates doctoral students’ academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collecte...
期刊介绍：
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.
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