Pedagogical Deficiencies in Political Science Doctoral Programs: Current Practices or Lack Thereof.
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| Title: | Pedagogical Deficiencies in Political Science Doctoral Programs: Current Practices or Lack Thereof. |
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| Authors: | Stein, Matthew1 Matthew.stein@csn.edu |
| Source: | Journal of Political Science Education. Oct-Dec2025, Vol. 21 Issue 4, p576-595. 20p. |
| Subject Terms: | *Political science students, *Doctoral degree, *Graduate students, *Higher education |
| Geographic Terms: | United States |
| Abstract: | Over a decade ago Ishiyama, Miles, and Balarezo (2010) published their work on the pedagogical training opportunities for political science doctoral students in the United States. The authors surveyed PhD-granting political science departments and found that pedagogical training for doctoral students was scant. Despite its age, the work remains influential and cited by scholars concerned with the state of teaching-training in the discipline. In this paper I uncover that little progress has been made in training opportunities for political science graduate students. Interviews with faculty in 66 PhD-granting departments reveal that less than a fifth of departments require students to complete credit-bearing courses and a plurality require no pedagogical training. Several departments have outsourced pedagogical training and do not maintain data on student completion. As such, many graduate students remain inadequately prepared for careers in higher education. I conclude by echoing colleagues who call for increased attention on pedagogical training, and for a benefit structure rewarding high quality teaching. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Over a decade ago Ishiyama, Miles, and Balarezo (2010) published their work on the pedagogical training opportunities for political science doctoral students in the United States. The authors surveyed PhD-granting political science departments and found that pedagogical training for doctoral students was scant. Despite its age, the work remains influential and cited by scholars concerned with the state of teaching-training in the discipline. In this paper I uncover that little progress has been made in training opportunities for political science graduate students. Interviews with faculty in 66 PhD-granting departments reveal that less than a fifth of departments require students to complete credit-bearing courses and a plurality require no pedagogical training. Several departments have outsourced pedagogical training and do not maintain data on student completion. As such, many graduate students remain inadequately prepared for careers in higher education. I conclude by echoing colleagues who call for increased attention on pedagogical training, and for a benefit structure rewarding high quality teaching. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15512169 |
| DOI: | 10.1080/15512169.2024.2398012 |
