Learning through Experience: The Transition from Doctoral Student to Social Work Educator

Autor/inn/en	Oktay, Julianne S.; Jacobson, Jodi M.; Fisher, Elizabeth
Titel	Learning through Experience: The Transition from Doctoral Student to Social Work Educator
Quelle	In: Journal of Social Work Education, 49 (2013) 2, S.207-221 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
Schlagwörter	Social Work; Doctoral Programs; Grounded Theory; Teaching Experience; Learning Experience; Experiential Learning; Teaching Styles; Instructional Leadership; Integrated Activities; Interviews; Instructional Effectiveness; Student Teaching; Student Teacher Attitudes; Qualitative Research; Comparative Analysis; Feedback (Response); Graduate Students + Suchen Sie Ihr Suchwort? Soziale Arbeit; Doktorandenprogramm; Lernerfahrung; Experiental learning; Erfahrungsorientiertes Lernen; Lehrstil; Unterrichtsstil; Instruction; Leadership; Bildung; Erziehung; Führung; Integrierender Unterricht; Interviewing; Interviewtechnik; Unterrichtserfolg; Teaching practice; Unterrichtspraxis; Qualitative Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	The researchers conducted an exploratory study using grounded theory qualitative research methods to examine experiences of social work doctoral students as they learned to teach ("N"?=?14). A core category, "learning through experience," representing a basic social process, was identified. The doctoral students experienced learning in three different areas: learning to establish authority, developing an effective teaching style, and integrating the broader context of social work education. This article provides detailed descriptions of learning through experience in each of these areas. Implications for improving educational opportunities for doctoral students pursuing careers in academia are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10