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Cognitive apprenticeship theory and its implications for doctoral education: a case example from a doctoral program in higher and adult education

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.

This article argues that the theory of cognitive apprenticeship could inform those who teach and work with doctoral students ...  Show Full Abstract  

Authors: Austin, Ann E.
Date: 2009
Journal title: International journal for academic development
Resource type: Article
Subjects: Participation; Higher education; Adult and community education;
Teaching and learning; Culture show more

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