Doctoral Supervision in Southern Africa
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This book offers a unique perspective on doctoral supervision in southern Africa, showcasing the potential of scholarly reflection. The aim is to share the benefits with a wider audience, catalyzing the use of scholarly literature in global doctoral supervision.
By drawing on the field's literature, it fosters informed and systematic reflection to transform supervision. With a focus on deep development and affordability, this book presents a model that enhances the quality of doctoral graduates. It builds on collaborative work and analysis of supervision experiences, engaging with key…mehr

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Produktbeschreibung
This book offers a unique perspective on doctoral supervision in southern Africa, showcasing the potential of scholarly reflection. The aim is to share the benefits with a wider audience, catalyzing the use of scholarly literature in global doctoral supervision.

By drawing on the field's literature, it fosters informed and systematic reflection to transform supervision. With a focus on deep development and affordability, this book presents a model that enhances the quality of doctoral graduates. It builds on collaborative work and analysis of supervision experiences, engaging with key literature and exploring facets of practice. Through personal exemplifications, authors highlight complexities and commonalities across cultural contexts, inspiring systematic improvement in supervision.

A valuable resource for academics, researchers, and practitioners involved in doctoral supervision, this book provides evidence-based insights and creative approaches to pedagogy.It encourages the systematic enrichment of doctoral supervisors worldwide.
Autorenporträt
Kakoma Luneta is a Professor of Mathematics Education at the University of Johannesburg, South Africa. His area of research is mathematics, mathematics cognition and mathematics teacher education, mentorship and postgraduate supervision.  Kakoma has supervised 23 PhD students and 21 masters to completion.  He has written 4 books and over 60 articles in accredited journals.  He is the Editor in Chief of the newly launched African Journal of Teacher Education and Development (ajoted.org). Jennie Golding is graduate tutor, ethics lead and Associate Professor (mathematics education) at University College London, UK. Her background is in teaching, teacher development and (inter)national work in education policy; her research focuses on equitable and inclusive developments to realise the potential of learners. She has successfully supervised 19 PhD and EdD students, has received supervision awards, and is in demand as a doctoral examiner and speaker.  Hileni M. Kapenda is an Associate Professor of Mathematics Education with main interest in Mathematics and Science education. She worked at The University of Namibia, Namibia for 25 years and has graduated several postgrads students including a few doctoral students. She has published Book chapters, refereed journals articles and many conference papers. Patricia Phiri Nalube is a lecturer of Mathematics Education in the School of Education of Zambia. Her research interests are in the teaching and learning of mathematics in secondary and primary schools as well as researching mathematics teacher education. She previously taught in secondary school mathematics in Zambia. She has supervised to completion one PhD and 20 masters candidates, and has co-authored book chapters and published journal articles.