This paper contributes to consideration of the role of conceptual frameworks in the doctoral research process. Through reflection on the two authors' own conceptual frameworks for their doctoral studies, a pedagogical model has been developed. The model posits the development of a conceptual framework as a core element of the doctoral…

This article argues that the theory of cognitive apprenticeship could inform those who teach and work with doctoral students in ways that enable them to provide students with more systematic preparation, more focused guidance and scaffolding, more explicit feedback, and enhanced preparation for participating in a collaborative way in communities…