Conceptualising a model for transforming university teacher education through the doctoral curriculum in the South African context

Abstract

Amid the call for including a teaching component in doctoral programmes, a Teacher Development Programme (TDP) for doctoral students was organised at the research site. The TDP aimed to equip doctoral candidates with teaching and research supervision skills that could guide them in pursuing a possible university teaching career. An earlier empirical study on the participants' experiences of the online TDP indicated that after attending the TDP, doctoral students felt empowered to pursue an academic career. The knowledge and skills acquired from the workshops opened their eyes to teaching, minimised teaching anxiety, and boosted their confidence. This article draws on the empirical findings from the earlier study and aims to present a conceptual model for integrating the TDP into the doctoral curriculum. In conceptualising the model, we employ the integrative theoretical framework posited by Khan and Law (2015) and draw on some fundamental considerations for creating a doctoral teaching programme by Marx, Garcia, Butterfield, Kappen and Baldwin (2016). Supported by a qualitative integrative literature review, the article aims to assist doctoral programme directors, designers, Higher Education Institutions (HEIs) in the South, as well as other policymakers such as the South African Qualifications Authority (SAQA) and The Council on Higher Education (CHE), in improving doctoral offerings and fully attaining all the programme's objectives.