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Preparing Doctoral Students for College Teaching: A Mixed Methods Investigation
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DOI：10.61882/johepal.6.4.86.png)
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Abstract
En 中文
For doctoral students who desire professorial positions of leadership in higher education, learning opportunities for development of their teaching during their doctoral program is crucial. In this mixed methods study, quantitative data include doctoral students' self-efficacy for college teaching at four different time points. Qualitative data include doctoral students' perceptions of a mentored teaching experience and faculty mentor's perspectives of the learning opportunity. Findings reveal that a semester-long mentored teaching experience served as a pivotal part of an approach to support doctoral student leaders as future teacher educators. All participants reported high self-efficacy for college teaching after the mentored teaching experience. However, self-efficacy waned prior to and after teaching independently, even if the individual had prior experience with teaching the course. Self-efficacy data and shared perspectives clearly illustrate that college teaching is much more than pedagogy and knowledge of content. We discuss specific benefits of the teaching experiences and how our findings have implications for doctoral preparation programming specific to fostering effective teaching by future faculty in higher education.
Keywords:
Doctoral Preparation
Teacher Development
Self-Efficacy
College Teaching
Mentor
Teacher Educators
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