Different journeys: Supervisor perspectives on disciplinary conceptual threshold crossings in doctoral learning
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
This article offers insights into supervisor awareness of conceptual threshold crossings in
doctoral learning nuanced by researcher disciplines. First explored in undergraduate learning,
threshold concepts highlight variation related to learning in the disciplines, identifying how
realising the absolutely key concepts in disciplines causes troublesome and transformative
learning (Meyer & Land, 2005). Building on work on undergraduate disciplinary threshold
concepts, but focusing on research learning, particularly at doctoral level, conceptual threshold
crossings have been identified (Kiley & Wisker, 2009), characterising significant stages in the
learning journeys of doctoral candidates. At these stages, candidates evidence transformations
in research learning. They cross-conceptual thresholds. There has to date, however, been little
exploration of specific discipline-related stages at which doctoral candidates cross such
conceptual thresholds. This new work focuses specifically on discipline-related practices and
stages of conceptual threshold crossing in doctoral research learning and supervisors'
awareness and support for work arising from this.
Description
Keywords
Doctoral learning, Supervision, Conceptual threshold crossing, Threshold concepts
Citation
Wisker, G. (2018). Different journeys: Supervisor perspectives on disciplinary conceptual threshold crossings in doctoral learning. Critical Studies in Teaching and Learning, 6(2), 40-59.