SENTIDOS E INNOVACIONES SOBRE EL ACOMPAÑAMIENTO TUTORIAL EN LA FORMACIÓN DOCTORAL

dc.creatorPalacios, Amparo Novoa
dc.creatorMorillo, Johann Pirela
dc.date2021-10-01T07:00:00Z
dc.date.accessioned2022-10-13T15:55:04Z
dc.date.available2022-10-13T15:55:04Z
dc.identifierhttps://ciencia.lasalle.edu.co/scopus_unisalle/816
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4189549
dc.descriptionThe objective of this article is to analyze the meanings and innovations in the advisory support of doctoral programs. The method was based on the selection of significant experiences in advisory roles. Semi-structured interviews were conducted with a group of doctoral advisors in the doctoral program of education and society at Universidad de La Salle in Bogotá, Colombia. The information from these interviews was compiled to identify substantive elements, in order to explore the group's visions of advisory support. The results reveal the polysemic nature of advising, determined by the advisors' doctoral training, which defines their strategies and feedback in doctoral programs. Possible innovations include moving from individual to group advising, with an ecosystemic perspective.
dc.sourceRevista Mexicana de Investigacion Educativa
dc.source1123
dc.subjectDoctoral study
dc.subjectInnovation
dc.subjectRole of doctoral advisor
dc.titleSENTIDOS E INNOVACIONES SOBRE EL ACOMPAÑAMIENTO TUTORIAL EN LA FORMACIÓN DOCTORAL
dc.typeArticle


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