Cognitive Apprenticeship Theory and Its Implications for Doctoral Education: A Case Example from a Doctoral Program in Higher and Adult Education

Autor/in	Austin, Ann E.
Titel	Cognitive Apprenticeship Theory and Its Implications for Doctoral Education: A Case Example from a Doctoral Program in Higher and Adult Education
Quelle	In: International Journal for Academic Development, 14 (2009) 3, S.173-183 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
Schlagwörter	Feedback (Response); Doctoral Programs; Apprenticeships; Teaching Experience; Intellectual Disciplines; Cognitive Development; Scaffolding (Teaching Technique); Higher Education; College Faculty + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Apprenticeship; Lehre; Geisteswissenschaften; Kognitive Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät
Abstract	This article argues that the theory of cognitive apprenticeship could inform those who teach and work with doctoral students in ways that enable them to provide students with more systematic preparation, more focused guidance and scaffolding, more explicit feedback, and enhanced preparation for participating in a collaborative way in communities of scholars. Using the author's teaching experience with a first-year doctoral seminar in a program in higher education, the article suggests five specific strategies for utilizing the theory of cognitive apprenticeship in practical and effective ways to strengthen the socialization of future scholars. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10