Helping doctoral students teach: transitioning to early career academia through cognitive apprenticeship |
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| Authors: | Dominique A Greer Abby Cathcart Larry Neale |
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| Institution: | 1. School of Advertising, Marketing and Public Relations, QUT Business School, Queensland University of Technology, Brisbane, Australia;2. School of Management, QUT Business School, Queensland University of Technology, Brisbane, Australia |
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| 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. |
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| Keywords: | Academic development action research doctoral education employability teaching self-efficacy Theory of Cognitive Apprenticeship |
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