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] |
| Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188875452 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pedagogical Deficiencies in Political Science Doctoral Programs: Current Practices or Lack Thereof. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stein%2C+Matthew%22">Stein, Matthew</searchLink><relatesTo>1</relatesTo><i> Matthew.stein@csn.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Political+Science+Education%22">Journal of Political Science Education</searchLink>. Oct-Dec2025, Vol. 21 Issue 4, p576-595. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Political+science+students%22">Political science students</searchLink><br />*<searchLink fieldCode="DE" term="%22Doctoral+degree%22">Doctoral degree</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188875452 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15512169.2024.2398012 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 576 Subjects: – SubjectFull: Political science students Type: general – SubjectFull: Doctoral degree Type: general – SubjectFull: Graduate students Type: general – SubjectFull: Higher education Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Pedagogical Deficiencies in Political Science Doctoral Programs: Current Practices or Lack Thereof. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Stein, Matthew IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct-Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15512169 Numbering: – Type: volume Value: 21 – Type: issue Value: 4 Titles: – TitleFull: Journal of Political Science Education Type: main |
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