Skip to main content

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

Buy Article:

$47.50 plus tax (Refund Policy)

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. Cet article defend la these selon laquelle la theorie du compagnonnage cognitif (cognitive apprenticeship) peut aider ceux qui enseignent et qui œuvrent aupres des doctorants de facon a fournir a ces derniers une preparation davantage systematique, un accompagnement davantage focalise, une feed-back plus explicite, ainsi qu'une meilleure preparation a la participation collaborative a une communaute d'universitaires. Se basant sur l'experience d'enseignement de l'auteur dans le contexte d'un seminaire doctoral de premiere annee, dans le cadre d'un programme portant sur l'enseignement superieur, l'article presente cinq strategies specifiques a l'utilisation de la theorie du compagnonnage cognitif visant a renforcer la socialisation des universitaires de demain.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: cognitive apprenticeship theory; doctoral education; faculty preparation; socialization

Document Type: Research Article

Affiliations: Higher, Adult, and Lifelong Education Program, Department of Educational Administration, Michigan State University, MI, USA

Publication date: 01 September 2009

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more