Helping doctoral students teach: Transitioning to early career academia through cognitive apprenticeship
Greer, Dominique A., Cathcart, Abby, & Neale, Larry (2016) Helping doctoral students teach: Transitioning to early career academia through cognitive apprenticeship. Higher Education Research & Development, 35(4), pp. 712-726.
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Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching development intervention that aims to improve the teaching self-efficacy of doctoral candidates. To conduct this research, we apply the theoretical framework of Cognitive Apprenticeship Theory, a theory of social learning that requires learners to participate in a community of inquiry. Participants report significantly higher levels of teaching self-efficacy and a stronger sense of connectedness to the wider academic community.
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|Item Type:||Journal Article|
|Keywords:||academic development, action research, doctoral education, employability, teaching self-efficacy, Theory of Cognitive Apprenticeship, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Advertising, Marketing & Public Relations
Current > Schools > School of Management
|Deposited On:||18 Jan 2016 02:24|
|Last Modified:||18 Aug 2016 05:40|
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