In this article, we document a framework for developing recommendations toimprove
a master's course for technology student teachers to better fosterresearch-inquiry
attitudes. A French case study of ...seven years of the master'steacher education course is
analysed. The study adopted a three-phaseeducational design research model: analysis and
exploration, design andconstruction, and evaluation and reflection. The data consists of
54 mastertheses (2014-2021), the degree coursework documentation, and
teachereducatorsnotes. In the end, a discussion is proposed on the practicesimplemented
in the teacher education master’s degree course oriented toresearch-inquiry attitude and
recommendations for potential enhancements totechnology teacher education.
In this study, the purpose was to reveal the content analysis of master's theses and doctoral dissertations in the field of CEIT between 2018-2020. The field of CEIT could be said to cover the fields ...of educational technology and distance education. A total of 156 master's theses and dissertations were examined in order to identify the keywords, academic discipline, research areas, theoretical frameworks, research designs and models, variables and related institutions. According to the research findings, it was seen that quantitative methods were mostly used in the theses and dissertations examined and that mixed methods were used in master's theses more than in doctoral dissertations. In addition, it was revealed that few of the theses and dissertations had theoretical foundations. K-12 students were mostly preferred as the type of participant, and scales and interviews were most popular as data collection tools. Moreover, the variables of academic performance and effectiveness were mostly used as dependent variables. The present study, which conducted systematic content analysis of master's and doctoral dissertations in the field of CEIT, is thought to be important in terms of revealing the current situation in the fields of Educational Technology and Distance Education and determining the research trends.
The aim is to overcome the opposition between theory and practice by attempting a chronological and developmental reading (Clot, 1999, pp. 114-119) of the two training mechanisms indicated: tutoring ...and the thesis (with its defence). Is it perhaps the thesis (the beginning of) a professional itinerary? For this purpose, data from anonymous questionnaires at the end of M2, work and interview reports are called up and inchoative elements are searched for through the identification of obstacles and concerns (Clot, 1999, pp. 56, 62-63, 119) in the link, or not, between the activities covered by the tutoring and the preparation of the thesis on the one hand and professionalism on the other hand.
Research supervision can be investigated from social-emotional and cognitive perspectives, but most studies include only one perspective. This study aims to understand the interplay between a ...social-emotional (supervisor-student relationship) and cognitive (feedback) perspective on the outcomes of master's thesis supervision in specific, by investigating student perceptions of both perspectives. Questionnaire data (N = 1016) were collected and analysed using regression analyses. For student satisfaction (SS) and students' perceived supervisor contribution to learning (PSCL), affiliation by far is most important, followed by control for SS and feedback-forward for PSCL. Also, interaction effects between feedback and interpersonal perceptions were found, indicating that the role of feedback perceptions is most important in situations in which no optimal supervisor-student relationship could be established. Findings imply the importance for master's thesis supervisors of creating friendly and helping relationships with students and if this is problematic, extra care should be taken with giving feedback.
The Theory section of the applied master thesis is not easy to write. Research that has investigated the writing efforts and strategies for these parts is also not found. Therefore, this article ...presents a theoretical part writing model in a genre-based applied master thesis. This model is the result of research conducted with a development research approach. The result is (i) the main needs that need to be written in this section are to describe the theory so that this section needs to be written on the basis of text and report descriptions, (ii) description is the type of text that explains something as it really is; the structure of the description text is (a) something that is explained, (b) part of something described, (iii) report is a type of text that classifies something in its class; Report text structure is (a) things that must be reported, (b) classes / subclasses, (iv) description texts and report texts have linguistic characteristics that are used that need to be referenced so that the author is able to write the theory section correctly and quickly
Resumen Presentamos las características del análisis didáctico, realizado por 25 profesores en sus trabajos de fin de máster, para justificar que sus propuestas mejoran la enseñanza de las ...matemáticas. Primero, se clasifican las propuestas según el tipo de innovación y las fases del proceso de instrucción. Después, se usan los criterios de idoneidad didáctica para organizar las razones que dan los autores para justificar la calidad de sus propuestas. Los resultados muestran que: a) se tienen en cuenta tres tipos de innovaciones: matemática, uso de recursos e incorporación de valores; b) las justificaciones se basan, sobre todo, en el uso implícito de criterios de idoneidad didáctica, en particular del epistémico, ecológico y mediacional y c) los profesores que implementaron sus propuestas didácticas usaron los criterios de forma más amplia y detallada que aquellos que no las implementaron.
Abstract The characteristics of the didactic analysis carried out by 25 teachers in their master's dissertations are presented to justify that their proposals improve mathematics teaching. First, the proposals are classified according to the type of innovation and the phases of the training process. Afterwards, the didactic suitability criteria are used to organize the reasons teachers give to justify the quality of their proposals. The results show that: a) three types of innovations are taken into account: mathematics, use of resources, and incorporation of values; b) justifications are based, above all, in the implicit use of criteria of didactic suitability, in particular epistemic, ecological and mediational, and c) the teachers who implemented their didactic proposals used the criteria in a broader and more detailed way than those who did not implement them.
Abstract
Background
Completing a master thesis (MT) is mandatory in many undergraduate curricula in medicine but a specific educational framework to guide the supervisor-student relationship during ...the MT has not been published. This could be helpful to facilitate the MT process and to more effectively reach the learning objectives related to science education in medicine. An attractive model for this purpose is the ‘Educational Alliance’ (EA), which focusses on the three components ‘
clarity and agreement on (a) goals, (b) tasks and (c) relationship & roles
’. This study investigated factors that can either facilitate or hinder the process of MTs, and related these to the components of the EA.
Methods
We conducted semi-structured face-to-face interviews with 20 students and – separately – with their 20 corresponding supervisors, after the MT had been accepted. The interviews included open questions on factors facilitating or hindering the success of the MT. Audio recordings of the interviews were anonymized and transcribed, and then analysed by qualitative content analysis. Also, quantitative data were gathered on satisfaction with the MT process and the supervisory quality (using Likert-type questions).
Results
We were able to analyse all 40 interviews, related to 20 MTs. From the transcripts, we extracted 469 comments related to the research question and categorized these into the four main categories (a) ‘Preparation’, (b) ‘Process’, (c) ‘Atmosphere’, (d) ‘Value of the MT’. Interviewees highlighted the importance of a careful preparation phase, clear expectations, a clear research plan, thorough and timely feedback, mutual agreement on timelines, and a positive working atmosphere. Each of these factors could be brought in line with the three components of the EA framework:
agreement and clarity of goals, tasks, relationships & roles.
Satisfaction with the MT process was rated 8.75 ± 1.22 SD (of 10) points by supervisors, and 7.80 ± 1.61 SD points by students, while supervision quality was rated
+
1.51 ± 0.63 SD (scale from − 2 to + 2) by supervisors, and
+
1.26 ± 0.93 SD by students.
Conclusion
We propose the EA framework as a useful guidance for students, supervisors, and the university towards conducting successful MTs in medicine. Based on the findings, we provide specific recommendations for students, supervisors, and university.
This study is conducted in the context of a Spanish Business School, applied to different Master degree programme. The objective is focused on the identification of which generic skills are needed ...and developed in a Final master thesis (FMT). Therefore, this study is double folded. On the one hand we use a survey to ask the students which generic skills they consider that should be needed and developed in their FMT, and on the other, we explore the elaboration process as well as validation process of tools to gather information and evidences in order to assess the final results of the FMT being submitted by the students at the end of their learning journey. Specifically, this paper develops the preliminary results approach to the identification of the competencies from the student’s perspective.
The purpose of this study is to investigate the general trends of master dissertations written in Social Studies Education and performed in 2008-2014 years in terms of thematic and methodology. ...Document review was performed in study. The study group was included in all the master's thesis recorded at thesis database of Higher Education Council established in Turkey. Through this database, we obtained 423 theses to open access for the readers. For data analysis, descriptive analysis was used. Accordingly, firstly, 423 master thesis were classified into themes by study areas regarding social studies. Then, methodological processes such as the research method, the audience, the statistical and qualitative data analysis methods, and the studies of validity and reliability used in research were examined using frequency and percentile. The findings of this study indicate that the theme most studied is about Teaching Practices; the research method most used is survey method; as the audience, theses mostly rely on middle school students. It reveals also an evidence that expert opinion was employed for validation and Cronbach alpha coefficient was calculated for reliability at most. Furthermore, findings display that researchers have used Parametric Difference Tests in their master thesis.