Helping doctoral students teach: Transitioning to early career academia through cognitive apprenticeship

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.

Destroyed Railroad Wagon in Mero Laburcz Military; World War I

Bernhard Bardach World War I Album I

Town of Hussakow, Burnt and Destroyed Military; World War I

Bernhard Bardach World War I Album I

Street Scenes; Krasnick Military; World War I

World War I Album II

Soldiers with Flame Thrower Military; World War I

World War I Album II

Ernst Mathias Military; World War I; Portraits

Feldpost to wife Emmy Mathias; April 24, 1916

Ernst Mathias with military doctors, nurses and patients Military; World War I; Portraits; Groups

Feldpost to wife Emmy Mathias; September 19, 1918

Portrait of Ernst Gottschalk (seated second row center) with eight unidentified soldiers; Rendsburg, Germany. Military Portraits groups

Morgen hat Reserve Ruh / Auf Wiedersehen / Beste Gruesse; postcard signer Gottschalk; addressee: L Nurzinsky, Altona-Othmarschen, Aidikes Str.