Teacher-development strategies and PhD programs

Abstract

In this first briefing paper for the Office for Learning and Teaching (OLT) project – Reframing the PhD – we describe the different ways in which teacher- development of PhD students is being conducted and then ask what is it that might be missing from those approaches that has led to a situation in which there is a considerable degree of dissatisfaction with the outcomes of current PhD programs. Rather than this being a comprehensive review of the many articles describing approaches to PhD student teacher-development, we have chosen a sample to illustrate the variation in approaches found in that literature. Briefing Paper 2: “a way of analysing, integrating and providing intention to the curriculum of the Australian PhD”, based on a paper by Golde (2006), provides one possible way forward, and one that is being tested in this project.