| Laboratory for training to work as a supervisor |
“The conviviality of professionals with different levels of experience with group work allows important learning for a future supervisor”. |
216 |
| Work of the group in co-supervision |
“The ideal is that the group shares tasks such as co-supervision of Final Course Projects by master’s and the co-orientation of dissertations by doctoral students, so that everyone can learn together”. |
189 |
| Space for qualification of studies |
“Multiple perspectives on the research problematic help to better qualify it”. |
175 |
| Daily shared experience |
“In this path, a unique sense emerged in me as a researcher and supervisor as well as the collective meaning of the importance of facing, in and with the group, the questioning provoked by the studies, the importance of sharing and changing paths, of facing methodological options and sustaining them in the group”. |
160 |
| Space/time of collective supervision |
“The supervisees discuss and analyze together with the supervisor (in the space of collective supervision) the forms of supervision”. |
87 |
| Learning by model/example |
“The best method of teaching and learning is always by example . . . incorporating many of my personal characteristics of supervising/interacting/relating”. |
71 |
| Decentralization of supervision/Place of leadership |
“The ‘oldest’, as a rule, the doctoral and post-doctoral researchers, help supervise the beginners”. |
60 |
| Exchanges and support among supervisees |
“In the group, the students feel supported and prepared to work in a team. There were cases of students who were not able to terminate their work, because of psychological blockages, or personal problems and were encouraged to continue and defend their work due to intervention of colleagues in this process”. |
56 |
| Research as something that strengthens the training of a supervisor |
“The research group strengthens the work of the supervisor, mainly when the studies are debated and discussed with all of the supervisees”. |
45 |
| Development of an academic culture |
“The practice of working in a group contributes decisively to good individual training as a supervisor . . . and the formation of an academic spirit”. |
38 |
| Reduces loneliness of writing |
“By reading, analyzing and re-evaluating, and suggesting additions and removals from the manuscripts and essays among peers in the research group, there is a training and self-training in progress that winds up being distinctive”. |
24 |
| More complex and profound studies |
“It is where one learns and teaches to be a researcher and supervisor”. |
21 |
