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PENYELIA DAN PENYELIAAN DALAM KAJIAN TINDAKAN

PENYELIA DAN PENYELIAAN DALAM KAJIAN TINDAKAN. Hasnah Abdullah (PhD) Jabatan Ilmu Pendidikan Since 2003. PENYELIDIKAN TINDAKAN. Semakin ramai yang menggunakan sebagai metodologi pilihan dalam tesis / disertasi Sangat berasaskan amalan Memerlukan pengalaman

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PENYELIA DAN PENYELIAAN DALAM KAJIAN TINDAKAN

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  1. PENYELIA DAN PENYELIAAN DALAM KAJIAN TINDAKAN HasnahAbdullah (PhD) JabatanIlmuPendidikan Since 2003

  2. PENYELIDIKAN TINDAKAN • Semakinramai yang menggunakansebagaimetodologipilihandalamtesis/disertasi • Sangatberasaskanamalan • Memerlukanpengalaman • CRASP Model (Zuber-Skerritt, 1992/2007) critical reflective accountable self-evaluating participative

  3. What is a quality Action Research Thesis? • Solving a real problem • True participation and collaboration • Research must enable action • Contributing to knowledge in theory and practice • Clear projection of reflective processes • Critical and self-critical approach • Must have an argument • Providing evidence/proofs for all claims • Ethical • Emphasizing quality • Publishable • Flawless/sound in style, structure and presentation • Display originality

  4. PENYELIA PENYELIDIKAN • Siapapenyelia? • Apa yang diselia? • Bagaimanamenyelia?

  5. SIAPA PENYELIA • Sesiapa yang dilantikolehfakulti/Jabatan/Univ • Yang mempunyaiilmupengetahuanpenyelidikan • Mempunyaikemahiranpenyelidikandanpenyeliaan • Dilatih? • Dianugerahkansemulajadi?

  6. Apa yang Diselia? • Kefahamantentangpenyelidikan • Idea awalpenyelidikan - jelas • Fokuspenyelidikan/kajian – pernyataanmasalah • Perkembangan / Kemajuan • Pengurusan masa • Tarikh-tarikhpenting

  7. Bagaimana? • Mengenalipelajar (listen to them) • Membuatperjanjian/kontrak • Memberikancarauntukberhubung • Mengadakanpertemuan yang “consistent” (berjadual) • Menyatakan “expectation” • “Challenge” intelektualpelajar • Memberikanpeluangpelajarmenyatakanmasalah • Memintapenjelasanpelajaruntuksetiap idea (justifikasi) PROCESS ORIENTED

  8. HOW? • Discuss expectations with students at the beginning of the relationship • Do not focus on time scale so early • Emphasize the importance of the research for improving professional practice • Develop more structured meetings • Introduce strategies for encouraging more independence Source: Woolhouse, M. (2002). Supervising Dissertations Projects: Expectations of Supervisors and Students. Innovations in Education and Teaching International 39(2) ProQuest Education Journal DOI: 101080/13558000210121362

  9. Expectations Questions for the students: • What are your expectations of your supervisor? • What do you think is expected of you? Questions for the supervisor: • What are your expectations of a students whose thesis you supervise? • What would you expect a thesis student to learn?

  10. Supervisor • My students want me to think about what literature to look at; • They demand my commitment; • To think about the aim of the research; • They want me to learn how to research and apply it to chosen topic • Try to be: supportive, sound, facilitator, general advisor

  11. Student • Hendakbelajardenganlebihbanyaktentangbidang/topik • Penyeliamemberikantunjuk ajar: • Pengurusan masa • Feasibility • Bahanbacaan • Strukturkajian yang betul • Memberikankritikanmembina

  12. What students want? • I wanted to receive guidance on what to read; • I had area of work but wanted help to focus; • I expect supervisor: - would have experience - to give guidance on methodology and time scale as I am uncertain what is feasible

  13. I expect my supervisor would have: Listening skills Empathy Professional Skills & background Knowledge of research subject in order to offer guidance Sense of humor Give constructive criticism Help to focus and recognize my limitations

  14. HalanganPenyeliadanPenyeliaan • Komitmen • Masa • Kefahamanbidang • Cara berfikir yang berbeza • Kebolehanuntuktidakbersetuju (agree to disagree)

  15. Ada cadangan lain?

  16. Terimakasih

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