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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

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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. 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.

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

Document Type: Research Article

DOI: https://doi.org/10.1080/13601440903106494

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

Publication date: 2009-09-01

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