Zobrazeno 1 - 10
of 103
pro vyhledávání: '"Sofie Kobayashi"'
Autor:
Sofie Kobayashi, Claus Emmeche
Publikováno v:
Assessment & Evaluation in Higher Education. :1-15
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f228b929464e707945d6090e292585a4
https://doi.org/10.1080/02602938.2023.2200917
https://doi.org/10.1080/02602938.2023.2200917
Autor:
Sofie Kobayashi, Olga Trolle
Publikováno v:
Dansk Universitetspaedagogisk Tidsskrift, Vol 16, Iss 29 (2020)
Ph.d.-stipendiaters bekymringer, når de går i gang med deres ph.d., kan være en barriere for deres overgang fra at være studerende til at blive selvstændige forskere. Indtil nu har forskningen inden for ph.d.-uddannelse fokuseret på de vanskeli
Externí odkaz:
https://doaj.org/article/29588c2bf51c4eb8971f2e14ea2c0aff
Autor:
Sofie Kobayashi
Publikováno v:
Dansk Universitetspaedagogisk Tidsskrift, Vol 13, Iss 25, Pp 91-106 (2018)
In a PhD course for new PhD students peer feedback was introduced to reduce teacher time on feedback and to enhance the learning environment. The results of the changes to the course are not conclusive with regards to teacher time, since there were a
Externí odkaz:
https://doaj.org/article/ae299e2fe9ff4505b1763d4eb95806d0
Autor:
Tijana Maksimovic, Sofie Kobayashi
Publikováno v:
Dansk Universitetspaedagogisk Tidsskrift, Vol 13, Iss 24, Pp 69-81 (2018)
This article explores how the metaphor of quest can be used to conceptualise PhD experience and be employed in PhD supervision practice. As part of a small-scale study of the PhD experience of international students in Denmark, whose numbers have sig
Externí odkaz:
https://doaj.org/article/cd82786c58704329be921fbb598d08b7
Autor:
Maria Berge, Sofie Kobayashi
Publikováno v:
International Journal of Science Education. 44:1680-1699
We explore how norms of science are given attention through laughter in life science doctoral supervision. Four supervision sessions were observed and video recorded. All laugh units were identified, and instances of humour were coded in relation to
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2003c361e15b9e66f67a3fb0d8a681ab
https://doi.org/10.1080/09500693.2022.2090634
https://doi.org/10.1080/09500693.2022.2090634
Publikováno v:
Dansk Universitetspaedagogisk Tidsskrift, Vol 12, Iss 22 (2017)
Det er en udbredt forestilling, at forskningskompetence og videnskabelig produktion vejer tungere end undervisningskompetencer ved ansættelse af videnskabeligt personale ved universiteterne. Krav til medsendelse af undervisningsportfolio er et fors
Externí odkaz:
https://doaj.org/article/ad4020c9dee94a4b9119698b692739d3
Publikováno v:
Dansk Universitetspaedagogisk Tidsskrift, Vol 12, Iss 22 (2017)
I denne artikel kortlægger vi kompetenceudviklingsaktiviteter for ph.d.-vejledere i Danmark, hvilket ikke tidligere er gennemført systematisk. Syv ud af de otte danske universiteter udbød kompetenceudviklingsaktiviteter for ph.d.-vejledere. I al
Externí odkaz:
https://doaj.org/article/8ac25e8f77774d9583ec65b0c594835d
Autor:
Asbjørn Molly, Sofie Kobayashi
Publikováno v:
Dansk Universitetspaedagogisk Tidsskrift, Vol 9, Iss 16, Pp 84-95 (2014)
Artiklen bidrager med nogle bud på, hvordan ph.d.-vejledere kan gøre brug af coaching for at fremme en mere smidig og læringsfremmende vejledningsstil gennem en skærpet refleksiv forholden sig til de positioneringer, der opstår i samtalen. Litte
Externí odkaz:
https://doaj.org/article/bf0bb8b4da96462ea71e6aabbf407b40
Publikováno v:
Dansk Universitetspaedagogisk Tidsskrift, Vol 8, Iss 14, Pp 13-25 (2013)
This paper presents a case of a single PhD supervision session with multiple supervisors from a life science faculty. The aim is to identify how learning opportunities are created. The supervisors and PhD student were interviewed about their experien
Externí odkaz:
https://doaj.org/article/f7666c0dcce949279ec632072583f7e4
Autor:
Montserrat Castelló, Sofie Kobayashi, Michelle McGinn, Hans Pechar, Jenna Vekkaila, Gina Wisker
Publikováno v:
Frontline Learning Research, Vol 3, Iss 3 (2015)
Within the current higher education context, early career researchers (ECRs) face a ‘risk-career’ in which predictable, stable academic careers have become increasingly rare. Traditional milestones to signal progress toward a sustainable research
Externí odkaz:
https://doaj.org/article/a8bef5f99ae94946b99816abcb7f5b7f