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Autor/inn/enAllgood, Sam; Hoyt, Gail; McGoldrick, KimMarie
TitelTeacher Training for PhD Students and New Faculty in Economics
QuelleIn: Journal of Economic Education, 49 (2018) 2, S.209-219 (11 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-0485
DOI10.1080/00220485.2018.1438947
SchlagwörterEconomics Education; Graduate Students; Teaching Assistants; Teacher Education; Professional Development; Teaching Experience; Department Heads; Beginning Teachers; School Support; Doctoral Programs; Teaching Skills; Administrator Attitudes; Teacher Attitudes; Program Improvement; Capacity Building; Surveys; College Faculty
AbstractPast studies suggest that a majority of economics graduate students engage in teaching-related activities during graduate school and many go on to academic positions afterwards. However, not all graduate students are formally prepared to teach while in graduate school nor are they fully prepared to teach in their first academic position. The authors characterize current teaching experience and training of graduate students from the point of view of directors of graduate studies and of newly minted academic economists. The authors also query department chairs and new faculty about teacher training, support available for new faculty, and the degree to which newly hired Ph.D. economists are prepared to teach. Findings indicate that while some training is available, there is room for enhancing teacher training in economics. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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