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Advising-in-action: an exploratory study of the inner dialogue of eight learning advisors

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thesis
posted on 28.03.2022, 21:48 by Tanya Miranda McCarthy
The analysis of advising sessions have identified common standards of the profession in areas such as advising skills and tools employed, communicative practices and procedures. There are however numerous variations in advisor behavior due to differences in cognitive processes. That is, in a similar advising situation, at a critical point in the discourse, two advisors may take opposite approaches. How advisors make decisions during advising sessions is a question that has not been fully explored in research literature. The purpose of this research was thus to explore the cognitive processes of learning advisors-in-action. Four research questions sought to 1) determine the content of learning advisor thoughts in order to catalogue advisor experiences; 2) uncover the underlying factors guiding the decision-making process; 3) identify sources of knowledge advisors drew upon to assist them in guiding the learner; and 4) compare less and more experienced advisors to identify any commonalities in decision making and knowledge accessed. It was felt that by answering these research questions, it would lead to a more accurate and detailed picture of language advising based on empirical research. Theories from teaching and counseling disciplines that have been used to understand other professionals' practices were introduced in order to ascertain a model that would best represent the cognitive process of an advisor-in-action. The study employed data collection techniques such as stimulated audio recall interviews, semi-structured interviews and a research journal containing details of the data collection and analysis procedures to identify the inner dialogic thoughts of a team of eight practicing learning advisors. Qualitative analysis further employed the use of constant-comparison analysis to find commonalities and differences between advisors. Through a grounded theory approach, five main and fourteen sub-categories explaining advisor inner dialogic process were brought to light. The conclusion of the thesis proposed that by tapping into the cognitive processes of advisors-in-action, firstly, practitioners would be able to increase their cognitive awareness, thereby improving advising practices; and secondly, a more complete picture of advising would emerge which could influence changes in current methods of advisor training.

History

Table of Contents

1. Introduction -- 2. Review of the related literature -- 3. Research design and methodology -- 4. Research findings -- 5. Interpretation and contributions to the literature -- 6. Conclusions -- Appendices.

Notes

Includes bibliographical references Submitted for the degree of Doctor of Philosophy March, 2013

Awarding Institution

Macquarie University

Degree Type

Thesis PhD

Degree

PhD, Macquarie University, Faculty of Human Sciences, Department of Linguistics

Department, Centre or School

Department of Linguistics

Year of Award

2013

Principal Supervisor

Stephen Moore

Rights

Copyright Tanya Miranda McCarthy 2013. Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Extent

1 online resource (xvii, 377, 193 pages) illustrations

Former Identifiers

mq:71895 http://hdl.handle.net/1959.14/1279239