La dirección de tesis de doctorado: ¿una práctica pedagógica?

Abstract

Researcher development has become increasingly relevant in the context of the current knowledge society, particularly due to the important growth of graduate studies programs in Latin America. Advising a Doctoral thesis as educational practice is considered in academic literature to be one of the most important factors for researcher development and for the probability that graduate students finish their doctorate programs. This article puts forth the current state of knowledge about advising a Doctoral thesis. Academic literature has conceptualized this process as an educational practice in which the advisor assumes an active role in fostering the graduate student’s learning. This conceptualization allows us to assess which teaching strategies are effective and to consider learning about research to be the result of the advisorstudent interaction and not only to stem from the student’s competencies.