Abstract
Abstract This article discusses the possibilities for research groups to serve as educational time-spaces for consolidating praxis in supervision in graduate education programs. New advising strategies and initiatives are observed in an environment characterized by internal demands and external inductions to the graduate programs and their supervisors. A study with 562 research group leaders who work as professors in doctoral programs in education collected data about the organization, functioning and advising practices in their groups. The data highlight the general research and supervision strategies in particular, and the perceptions of the respondents about the potential of the research groups for training researchers and supervisors.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
