NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856725
Record Type: Journal
Publication Date: 2009-Sep
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1360-144X
Cognitive Apprenticeship Theory and Its Implications for Doctoral Education: A Case Example from a Doctoral Program in Higher and Adult Education
Austin, Ann E.
International Journal for Academic Development, v14 n3 p173-183 Sep 2009
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A