Supervisor and Student Co-Writing: An Apprenticeship Perspective

Charlotte Wegener; Lene Tanggaard

doi:10.17169/fqs-14.3.2030

Charlotte Wegener Aalborg University
Lene Tanggaard Aalborg University

DOI: https://doi.org/10.17169/fqs-14.3.2030

Keywords: co-writing, doctoral supervision, getting published, apprenticeship, situated learning

Abstract

This is a story about the creation of a co-authored research article. The purpose is to emphasize co-writing as a significant pedagogic practice within doctoral supervision. Regarding apprenticeship as a pedagogical methodology as well as a theoretical framework makes co-writing more than an output-driven technique for increasing productivity. Becoming a researcher requires intense involvement in real research, and it is difficult to teach somebody how to do it. It entails practice. This practice is presented by means of an e-mail correspondence between a doctoral student and her supervisor during the article production. These real-time reflections show that effective apprenticeship in this context is a matter of giving access to the practice of doing research, opening up the field and thereby providing direction. However, it is also a theoretical perspective concerned with adding materiality and real tasks to the relational space between supervisor and the novice researcher.

URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1303149

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Author Biographies

Charlotte Wegener, Aalborg University

Charlotte WEGENER (corresponding author) is conducting a PhD project at Department of Communication, Aalborg University, Denmark. She studies collaborative innovation in vocational education.

Lene Tanggaard, Aalborg University

Lene TANGGAARD is professor at Department of Communication, Aalborg University, Denmark and co-director of the Center for Qualitative Studies. Her research focuses on the situational and contextual dimensions of creativity vis-à-vis real-life problems.