The qualifications of academics to teach students are often left unquestioned. Current accreditation standards, for an academic to teach, are typically determined by courses taken, certifications or degrees obtained, and/or industry experience. Doctoral programs are inconsistent in their approaches to formal instruction in pedagogy and their degree of emphasis on teaching skills assessment beyond the typical student teaching evaluations. Furthermore, in many instances, doctoral students begin teaching while they are still in their doctoral program without any formal training. We aim to address this institutionalized deficiency by providing a concise and actionable framework for teaching doctoral students how to teach that can serve as a template for other business school doctoral programs seeking to implement a doctoral teaching seminar. We provide an example of a doctoral teaching seminar in a College of Business developed to train doctoral students in five teaching competencies intended to ensure they are able to provide quality instruction to university students. In doing so, we explain the assignments and then provide evidence of the assignments’ effectiveness as well as the teaching seminar’s overall effectiveness.

中文翻译：

---

为学者做好教学准备：为商学博士生准备教学的结构化方法示例

教授学生的学者的资格通常是毋庸置疑的。当前，学术界教授的认证标准通常由所修课程、获得的证书或学位和/或行业经验决定。博士课程在教学法的正式教学方法和对教学技能评估的重视程度方面不一致，超出了典型的学生教学评估。此外，在许多情况下，博士生在没有任何正式培训的情况下就开始任教，而他们仍在攻读博士课程。我们旨在通过为教授博士生如何教学提供简洁且可操作的框架来解决这一制度化的不足，该框架可以作为其他商学院博士课程寻求实施博士教学研讨会的模板。我们提供了一个商学院博士教学研讨会的例子，该研讨会旨在培养博士生的五种教学能力，旨在确保他们能够为大学生提供高质量的教学。在此过程中，我们会解释作业，然后提供作业有效性以及教学研讨会整体有效性的证据。