Teaching the Teachers: What's Missing in LIS Doctoral Teacher Education?

Q2 Social Sciences

Journal of Education for Library and Information Science Pub Date : 2023-12-11 DOI:10.3138/jelis-2022-0060

Bradley John Wiles

引用次数: 0

Abstract

This article offers a perspective on teacher education and training for doctoral students in LIS PhD programs. It discusses literature related to doctoral teacher education and training generally and in the LIS discipline in particular and provides an analysis of teacher education curricular offerings and requirements in doctoral programs based in the United States. The article suggests that this function of LIS doctoral studies is inconsistent across programs and potentially affects the quality of education in the LIS field. The article advocates for further discussion and research on the implications of effective doctoral teacher education and training for the profession.

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教师的教学：LIS 师资博士教育缺失了什么？

本文从教师教育和教师培训的角度，对 LIS 博士项目的博士生进行了分析。文章讨论了与博士生师资教育和培训相关的文献，特别是与 LIS 学科相关的文献，并对美国博士生项目的师资教育课程设置和要求进行了分析。文章认为，LIS 博士研究的这一功能在不同项目中并不一致，可能会影响 LIS 领域的教育质量。文章主张进一步讨论和研究有效的博士教师教育和培训对教师职业的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences

CiteScore

1.70

自引率

0.00%

发文量

期刊介绍： The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.