A Scaffolded Model for Preparing Doctoral Students to Teach in Higher Education





teaching in higher education, doctoral preparation, doctoral programs, university teaching, teacher educators


Even though effective teaching is required when doctoral students assume positions in higher education, few doctoral programs have courses or formalized experiences designed around pedagogy for undergraduate and graduate students. The lack of pedagogical emphasis is especially concerning for newly minted doctoral students who will be preparing future special educators to teach students with disabilities in K-12 settings. In this article, the Continuum of Teaching Experiences (CTE) Model for preparing doctoral students to teach in higher education is described. This university teaching model depicts practice opportunities that promote pedagogical learning and prepare doctoral students for independent instruction of higher education courses. The CTE model scaffolds opportunities that provide doctoral students with varied entry points across a continuum of possibilities. Additionally, the CTE model is highly adaptable across multiple doctoral preparation programs, emphasizing a malleable framework that can be refined for variable programmatic needs.


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Author Biographies

Kelley Regan, George Mason University

Dr. Kelley Regan is a Professor at George Mason University in the Division of Special Education and disAbility Research. Her research focuses on improving the preparation of preservice and inservice special education teachers and their use of evidence-based practices in the classroom. In addition, Dr. Regan’s research has involved the development and testing of a technology-based intervention to support the written expression of students with disabilities.

Margaret E. King-Sears, George Mason University

Dr. Peggy King-Sears is a Professor Emerita at George Mason University. Her research interests are focused on co-teaching, meta-analyses, and universal design for learning. Her emphasis is on students' academic achievement as one indicator of how well students with and without disabilities are faring in a variety of settings. She also examines the extent to which teachers are providing specially designed instruction to students with disabilities, regardless of setting.



How to Cite

Regan, K., & King-Sears, M. (2023). A Scaffolded Model for Preparing Doctoral Students to Teach in Higher Education . Journal of Special Education Preparation, 3(3), 38–47. https://doi.org/10.33043/JOSEP.3.3.38-47



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