Helping doctoral students teach: transitioning to early career academia through cognitive apprenticeship. Issue 4 (3rd July 2016)

• Record Type: Journal Article
• Authors: Greer, Dominique A.; Cathcart, Abby; Neale, Larry
• Is Part Of: Higher education research & development. Volume 35:Issue 4(2016)
• Page Start: 712
• Page End: 726
• Publication Date: 2016-07-03
• Subjects: Academic development -- action research -- doctoral education -- employability -- teaching self-efficacy -- Theory of Cognitive Apprenticeship; Education, Higher -- Australia -- Periodicals; 378.94
• DOI: 10.1080/07294360.2015.1137873
• Languages: English
• ISSNs: 0729-4360

Abstract

ABSTRACT: 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.