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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ID Code: 91941
Item Type: Journal Article
Refereed: Yes
Keywords: academic development, action research, doctoral education, employability, teaching self-efficacy, Theory of Cognitive Apprenticeship, HERN
DOI: 10.1080/07294360.2015.1137873
ISSN: 1469-8366
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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