Becoming a Teacher in Higher Education: Creating an Academic Development Program to Catalyse Doctoral Students' Professionalization

Autor/inn/en	Misic, Gorana; Rymarenko, Margaryta; Dorner, Helga
Titel	Becoming a Teacher in Higher Education: Creating an Academic Development Program to Catalyse Doctoral Students' Professionalization
Quelle	In: Hungarian Educational Research Journal, 11 (2021) 3, S.246-253 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Misic, Gorana) ORCID (Rymarenko, Margaryta) ORCID (Dorner, Helga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2064-2199
Schlagwörter	Higher Education; Doctoral Programs; Doctoral Students; Humanities; Social Sciences; Program Descriptions; Professionalism; Teaching Methods; Learning Processes; Pedagogical Content Knowledge; Reflective Teaching; Educational Principles; Program Development; Professional Development; Foreign Countries; Accreditation (Institutions); International Cooperation; Austria (Vienna); United States; Hungary + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Doktorandenprogramm; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Professionalität; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Pädagogische Kompetenz; Bildungsprinzip; Programmplanung; Ausland; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Internationale Kooperation; Internationale Zusammenarbeit; USA; Ungarn
Abstract	This paper focuses on exploring the intellectual basis for establishing an academic development program for international doctoral students in social sciences and humanities in Central Europe so as to cultivate a reflective scholarly approach to teaching early on in their academic career. The program conceptions and practices are embedded in the notion that a scholarly approach to teaching integrates the understanding and demonstration of knowledge about teaching and necessitates a continuous learning process about teaching through reflection and through conducting research on teaching in the various disciplines. In particular, taking on board the domains of teaching knowledge which derived from the kinds of reflections on teaching (cf. Kreber & Cranton, 2000; Mezirow, 1991), instructional, pedagogical and curricular knowledge and continuous reflection at the level of content, process as well as premise, are represented in an integrative manner in our overarching program principles and pedagogical strategies. As we see, professionalization of doctoral students' teaching practice in higher education (cf. Lueddeke, 2003) is particularly important in the context of enhanced faculty mobility and internationalization. Therefore, this paper aims to contribute to the literature and practice on establishing academic development programs, especially in academic environments with low institutional support for teaching and lack of formal requirements for professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01