Preparing Doctoral Students to Be Teacher Educators

• In Event: Faculty and Doctoral Students' Teaching Experiences in Higher Education

Abstract

The purpose of this mixed methods study is to examine PhD students’ progression of preparation towards independent instruction of courses in higher education. A scaffolded model was used to provide 17 doctoral students at one institute of higher education with a continuum of opportunities for teaching development. The participants self-identified as planning to teach university courses during or after acquiring the PhD. This paper will share preliminary data of the first two years of the project. Results from the College Teaching Self-Efficacy Scale (CTSES) and interview data were used to examine the impact of a scaffolded model used for preparing teacher educators in their doctoral program.

Authors

• Kelley S. Regan, George Mason University
  Presenting Author

• Peggy King-Sears, George Mason University
  Presenting Author

• Kelly Durso, George Mason University
  Presenting Author