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Two professors provide a duography of their former faculty-student relationship that confronted existing mentoring practices. They explore duography as an arts-based form of qualitative research to extend ways of thinking about and practicing the mentorship of graduate students. Duography is defined as a retrospective written account that two people provide of selected events or ideas taken from their lives. The authors trace their mentor-dissertation candidate relationship as it evolved from a mentor-mentee relationship to a co-authoring form of post-mentorship in which the participants listen to each other's visual voice and imagery. The authors found that mentorship can evolve into partnership by taking turns in leading conceptualizing, writing, and presenting; they suggest that the development of graduate students as emerging researchers may be promoted through the use of duography as joint inquiry. (Contains 62 references.) (Author/NAV)

Descriptors: Collegiality, Graduate Students, Higher Education, Interpersonal Relationship, Interprofessional Relationship, Mentors, Professional Development, Teacher Student Relationship











Autor: Diamond, C. T. Patrick; Mullen, Carol A.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8391&id=ED394417







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