The Value of Teaching Preparation During Doctoral Studies: An Example of a Teaching Practicum

Citation data:

Academic Leadership Journal in Student Research

Publication Year:
2014
Usage 38
Abstract Views 38
Repository URL:
https://scholarworks.boisestate.edu/socialwork_facpubs/38
Author(s):
Edwards, Jeffrey D.; Powers, Joelle; Thompson, Aaron M.; Rutten-Turner, Elizabeth
Tags:
graduate education; teaching practicum; academia; doctoral training; teaching mentor; Other Social and Behavioral Sciences
article description
For doctoral students who seek faculty appointments in academic settings upon graduation, it is imperative those students have access to quality mentoring, direct instruction, and experiential opportunities to apply effective teaching methods during their training. Currently, some doctoral programs are beginning to develop teaching practicums which provide essential skills and experiences for doctoral students. The purpose of this paper is to describe best practices in the field of education and provide examples of post-graduate programs that are providing training and teaching opportunities to graduate assistants. One existing teaching practicum course offered at a public university in the southeast is described in detail. In addition, to support the value of a teaching practicum during doctoral training, narrative accounts from two doctoral students and a faculty mentor who participated in a teaching practicum is provided.