"From PhD to Teaching": a Faculty Development program for doctoral students

Abstract

The article presents a design proposal for a longitudinal Faculty Development program for doctoral students, aimed at supporting the timely and integrated development of teaching competencies as a fundamental dimension of their professional identity. The program seeks to overcome the traditional divide between research and teaching by offering a pathway that combines pedagogical knowledge, practice-based learning, and reflective practices. Its modular structure enables to acquire, practice, and document design, assessment, and methodological skilles through collaborative and multidisciplinary appreaches involving peers and supervisors. In the end, a multidimensional evalutaion of the program’s effectiveness and impact is proposed.