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

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 défend la thèse selon laquelle la théorie du compagnonnage cognitif (cognitive apprenticeship) peut aider ceux qui enseignent et qui œuvrent auprès des doctorants de façon à fournir à ces derniers une préparation davantage systématique, un accompagnement davantage focalisé, une feed‐back plus explicite, ainsi qu’une meilleure préparation à la participation collaborative à une communauté d’universitaires. Se basant sur l’expérience d’enseignement de l’auteur dans le contexte d’un séminaire doctoral de première année, dans le cadre d’un programme portant sur l’enseignement supérieur, l’article présente cinq stratégies spécifiques à l’utilisation de la théorie du compagnonnage cognitif visant à renforcer la socialisation des universitaires de demain.

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