Hidden supervisor: the emergent curriculum of advising graduate students thesis (case study: training science course)

Hidden curriculum is one of the most significant subjects of curriculum studies that are undoubtedly important in higher education. Graduate students thesis usually associated by the relationship between supervisors and students which would be differed in situations and forms an emergent curriculum as well as hidden curriculum. This study has explored the hidden curriculum of their relationship. Thus it has been done through a qualitative approach to find out the experience of students during these processes. To this aim, it focused on the experience of 8 students who studied training sciences. Data were gathered through some semi-structural and informal interviews with students and were analyzed through Strauss and Corbin methods. Data analysis revealed that students expect a mentoring role from their supervisor; however this expectation has not been occurred. So, to compensate for the difference in the positions expected and what is experienced in practice, usually ‘hidden supervisor’ has been selected for having a beneficial process.