Purpose This paper aims to present a thematic analysis investigating the experiences and reflections of doctoral students in social work at a Canadian university who were mentored in the development of teaching expertise, including course design, delivery and evaluation, by a senior faculty member. Recommendations to others who are considering engaging in doctoral student teaching mentorship are presented. Design/methodology/approach The paper examines the authors’ reflections on their experiences of doctoral student mentorship through their involvement in collaboratively designing, teaching and evaluating an online undergraduate course. The inquiry used a qualitative approach grounded in Schon’s concept of reflexive learning. Findings Based on the results of the thematic analysis of the mentees’ reflections, this paper presents the collaborative teaching mentorship model and discusses how receiving mentorship in teaching facilitated the mentees’ development as social work educators. Originality/value Although quality guidelines in social work education recommend that doctoral students should be adequately prepared for future teaching opportunities, there is limited discussion about doctoral student development as educators within the academic literature, especially from the perspective of doctoral students. There is also limited articulation of specific models of doctoral student mentorship in developing teaching expertise. The authors hope that sharing their reflections on their experiences and describing the collaborative teaching mentorship model will serve to deepen understandings and promote further exploration and development of doctoral student mentorship in teaching.

中文翻译：

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社会工作教育中的博士生指导：加拿大的一个例子

目的本文旨在提供一个主题分析，以调查加拿大大学博士研究生在社会工作中的经历和思考，这些博士生在高级教职人员的指导下发展了教学专业知识，包括课程设计，授课和评估。提出了对正在考虑从事博士生教学指导的其他人的建议。设计/方法论/方法本文研究作者通过参与协同设计，教学和评估在线本科课程而对博士生导师制的思考。该调查采用了定性方法，该方法基于Schon的反思性学习概念。调查结果根据对受训者思考的主题分析结果，本文提出了协作式教学指导模型，并讨论了在教学中接受指导如何促进受训者作为社会工作教育者的发展。独创性/价值尽管社会工作教育中的质量准则建议应为未来的教学机会做好充分准备，但在学术文献中，特别是从博士生的角度，关于博士生作为教育者的发展的讨论有限。在发展教学专业知识方面，博士生导师制的特定模型的表达也很有限。