Pedagogy Training among Political Scientists: Opportunities, Interest, and Obstacles

Autor/inn/en	Trowbridge, David; Woodward, Jennifer
Titel	Pedagogy Training among Political Scientists: Opportunities, Interest, and Obstacles
Quelle	In: Journal of Political Science Education, 17 (2021), S.807-824 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trowbridge, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1795666
Schlagwörter	Political Science; Barriers; Professional Associations; College Faculty; Tenure; Faculty Development; Graduate Students; Teaching Methods; Learning Processes; Conferences (Gatherings); Teacher Attitudes; Professional Development; Departments; Faculty Promotion; Supply and Demand; Group Membership + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Fakultät; Amtszeit; Beschäftigungsdauer; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerverhalten; Department; Abteilung; Bedarfsplanung; Gruppenzugehörigkeit
Abstract	Over the last two decades there have been periodic calls for improved teacher training and a growth in scholarship on teaching and learning. Yet, we know little about opportunities and participation in training programs. What kinds of training are political scientists collectively engaging in, especially for tenured and tenure track faculty? Are political science departments providing training programs for both faculty and graduate students? With the cooperation of the American Political Science Association, we included five questions about pedagogical training in a survey of Teaching and Learning Conference participants and in a survey of APSA members in 2018. We find that there is interest in different kinds of training experiences, but most of the training takes place outside the department. Within departments, there may be resource and culture-related obstacles to offerings and participation. Results indicate a need for more resources and career-related incentives in order to encourage participation in these opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01