{"title":"专业和超越课程经验","authors":"","doi":"10.4018/978-1-7998-2656-9.ch010","DOIUrl":null,"url":null,"abstract":"This chapter highlights professional experiences that are often encouraged and sometimes required by doctoral programs in education. Examples of such experiences are listed and illustrated in two categories: within course experiences and beyond course experiences. The requirements for professional experiences vary widely based on the specific goals of the doctoral program and the expectations within the communities of practice for which the candidates are being prepared.","PeriodicalId":115549,"journal":{"name":"Teaching and Learning Perspectives on Doctoral Programs in Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Professional and Beyond Course Experiences\",\"authors\":\"\",\"doi\":\"10.4018/978-1-7998-2656-9.ch010\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter highlights professional experiences that are often encouraged and sometimes required by doctoral programs in education. Examples of such experiences are listed and illustrated in two categories: within course experiences and beyond course experiences. The requirements for professional experiences vary widely based on the specific goals of the doctoral program and the expectations within the communities of practice for which the candidates are being prepared.\",\"PeriodicalId\":115549,\"journal\":{\"name\":\"Teaching and Learning Perspectives on Doctoral Programs in Education\",\"volume\":\"96 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Learning Perspectives on Doctoral Programs in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-7998-2656-9.ch010\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning Perspectives on Doctoral Programs in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-7998-2656-9.ch010","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter highlights professional experiences that are often encouraged and sometimes required by doctoral programs in education. Examples of such experiences are listed and illustrated in two categories: within course experiences and beyond course experiences. The requirements for professional experiences vary widely based on the specific goals of the doctoral program and the expectations within the communities of practice for which the candidates are being prepared.
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