Using ‘currere' to re-conceptualise and understand best practices for effective research supervision

Abstract

The article explores a way that could be used to facilitate re-conceptualisation of what is essential to doing research supervision work. It highlights the need to deal with the problematic nature of past supervision experiences and the extent to which they impact on the way students are supervised. It argues that acquiring knowledge and understanding of best practice in supervision requires supervisors to embark on a 'currere' that will encourage them to investigate the nature of their experience of research supervision. This autobiographical method is emphasised as a means to in depth reflection which would subsequently lead to professional development in the area of supervision. The article suggests using currere as a means to expose and critique the influence and assumptions that underlie orientation to the concept of supervision in order to forge new understanding that will guide practice.