Reflections on Social Work Doctoral Pedagogy: A Reciprocal Approach to Enhancing Preparation for the Academy

Autor/inn/en	Chen, Xin; Cheung, Monit; Zhou, Shu; Leung, Patrick; Glaude, Maurya
Titel	Reflections on Social Work Doctoral Pedagogy: A Reciprocal Approach to Enhancing Preparation for the Academy
Quelle	In: Journal of Teaching in Social Work, 40 (2020) 4, S.385-401 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Xin) ORCID (Cheung, Monit) ORCID (Zhou, Shu) ORCID (Leung, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2020.1788197
Schlagwörter	Social Work; Counselor Training; Mentors; Teaching Methods; Instructional Innovation; Teaching Styles; Doctoral Students; Doctoral Programs; College Faculty; Program Descriptions; Empowerment; Internship Programs; Career Development; Reflection; Writing (Composition); Teaching Skills + Suchen Sie Ihr Suchwort? Soziale Arbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Lehrstil; Unterrichtsstil; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Fakultät; Berufspraktische Ausbildung; Berufsentwicklung; Schreibübung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	Eleven doctoral interns and 9 faculty mentors participated in a two-year Teaching Mentorship Project (TMP). Qualitative analyses of 20 interviews and reflective writing by the interns resulted in six themes: preparation and guidance from mentors; teaching innovation; teaching rehearsal with intern peers; mentor-intern reciprocal support; teaching readiness/empowerment; and pedagogical reflexivity. Interns valued teaching empowerment, intern-mentor reciprocal support, and innovative teaching styles and methods. Mentors envisioned the essentiality of adding teaching mentorship to the doctoral curriculum to engage faculty in learning from a new perspective. Pedagogical reflections suggest that this mentor-intern joint effort be continued to cultivate a vibrant environment for promoting teaching excellence through mentored teaching and evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01