Developing a Signature Pedagogy for Doctoral Education

Autor/in	Smith, Kari
Titel	Developing a Signature Pedagogy for Doctoral Education
Quelle	In: European Journal of Education, 57 (2022) 3, S.438-451 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12520
Schlagwörter	Doctoral Programs; Doctoral Students; Foreign Students; Schools of Education; Teacher Education; Educational Objectives; Educational Research; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Erziehungswissenschaftliche Fakultät; Lehrerausbildung; Lehrerbildung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Ausland; Norwegen
Abstract	The number of doctoral students internationally is on the increase, yet low completion rates seem to be stable. Universities need to learn from each other to strengthen doctoral education. In doctoral education, the person and the doctoral project are intertwined and both must be nurtured and developed. This article presents the signature pedagogy of the Norwegian Research School in Teacher Education (NAFOL). The international and national context of NAFOL is described and the reasons for establishing NAFOL are presented. The pedagogical vision behind the research school is outlined, and examples of how the vision translates into activities are provided. The last part of the article analyses experiences from NAFOL and highlights points that might be useful to other research schools in different contexts. Based on the experience gained at NAFOL, a "whole person approach" to doctoral students in doctoral education is recommended. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01