PhD Mathematics Student's Experiences From Supervisor's Educational Influence on Teaching Knowledge Development

Future professors of higher education are the existing PhD students whom their training for this purpose are neglected since the PhD curriculum, which is expected to prepare them for university teaching, focused on the development of specific research knowledge. One of the most important factors in this curriculum is supervisor, which is mainly studied in this research. The research method was qualitative study with phenomenology approach. It explored the experience of three participants. They were PhD mathematics students who were engaged in their primary experience related to university teaching. Data were gathered through cooperative observation, semi-structured interviews, participants’ autobiographical writing, lesson plans, and other field information. Semi-structured interviews were done with their supervisors too. Data were analyzed through Strauss and Corbin method. Data analysis revealed that supervisors had a prominent influence on PhD students’ teaching knowledge development (as a mentor, as a practical model and hidden supervisor)..