En refleksiv modell for mastergradsveiledning
Hjertaker, Bjørn Tore
Fimreite, Anne Lise
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Three ideal categorizing models for tutoring master students have been proposed by Dysthe et al.: the teaching model, the apprentice model and the partner model. Based on a comparative study of master thesis tutoring at two departments at the University of Bergen, it was concluded that these models were insufficiently descriptive as analytical categories. The main weakness being that all models can be applied on all tutoring situations. Therefore, as analytical categories the models seem to have little significance beyond classification of different elements within the guidance situation. The tutoring models seem to oversimplify the complex situation of master thesis tutoring. Subsequently an alternative abstract model is proposed with the intention of a more realistic view on tutoring, and thereby giving leads as how to improve its organization. A set of initiatives at university department level is proposed based on the alternative reflexive master tutoring model.