Professional development for doctoral supervisors differs between higher education institutions (HEIs) across the globe from non-existent support to one off workshops, to mandatory programmes. Communities of practice programmes encourage supervisors to reflect on case studies and conceptual models but there is limited research which explores the…

The wellbeing of doctoral students is an area that is well researched; however, no research has yet explored which factors of doctoral training have most impact upon trainee educational psychologist (TEP) wellbeing. TEPs across England and Wales completed a questionnaire to explore their doctoral wellbeing. Six themes were generated from a…

The supervision of master's students at the dissertation stage of their taught programme is generally considered to be one of the privileges of an academic in higher education (Bacwayo, Nampala and Oteyo, 2017). Of concern to those who are less experienced or new to the supervisory role is knowing the best way to effectively support their…

In the current context, effectively including children and young people with additional needs is a challenge for school staff. Conflicting demands placed on teachers, support staff and those who lead them often derail strategic planning for the successful inclusion of all learners. School leaders have to work with complexity and 'mess', whilst…

Professional doctorates are designed to enable students to blend their doctorate level study with their working lives. During the course of their studies women undergo identity change and transformation as their perspectives change, this has knock on effects at home and at work. Women students, who are mothers, also have to balance and juggle…

This paper is based on research undertaken on the supervised practice of an undergraduate programme of study which leads to both BA (Hons) degree and a professional qualification in youth work in a university in England. Youth work, for those unfamiliar with it, is a form of informal and experiential educational practice with young people often…

This article describes a pilot study where consultancy supervision was introduced into a primary school for pupils with SEBD in England. School staff engaged with supervision and evaluated their experience through a quantitative and qualitative methodology. The paper explores the nature of supervision, the qualities of the supervisory relationship…

Service supervision has become a central feature of the training of child psychotherapists in the UK. This paper reports on the work of a research workshop set up to explore the task and its complexities. The paper draws on several years of monthly meetings of a highly experienced group of supervisors. It discusses the methodology for studying…

The placement in colleges is a crucially formative experience for trainee teachers on pre-service Further Education (FE) initial teacher training courses. A project at the University of Huddersfield researched these placements in four colleges in the north of England and the relationships that were formed between the trainees, their mentors, other…

This article presents findings from a qualitative study of the impact of gender on the doctoral experience. Eight women who had recently completed or who had almost completed a PhD were interviewed about their experiences. Seven studied part time and one full time. It was found that being a mother had profound implications for doctoral-level…

Using personal autobiographical data collected over the course of an academic year, this article reflects the experiences of a new teacher educator entering higher education. Emergent patterns are examined and illuminated using the discourse of mentoring, and this discourse is, in turn, challenged, in part for the imbalance in the voices recorded,…

School-based professional development has been promoted by the government in England through its Continuing Professional Development Strategy (DfEE, 2001), however, the context and culture of the school in which the learning takes place is highly influential. Particularly important in teachers' professional development within secondary education…

The key features of effective career discussions at work were explored in a large-scale investigation that included semi-structured interviews with employers from 5 organizations in England, 118 employees who had participated in discussions about their own careers, and 30 employees identified by their employers as excellent givers of career…