Attitudes and Opportunities Regarding Teaching and Pedagogical Training during the COVID-19 Pandemic
By Jennifer Woodward and David Trowbridge, Middle Tennessee State University
In a 2018 survey we asked, given that most political scientists teach, why do many departments lack teacher-training opportunities? We also wondered what training looked like. The results indicated a need for more resources to incentivize opportunities and provide training. Then, the pandemic hit, forcing faculty to rethink the way they teach. To understand the effect on attitudes, resources, and opportunities for teacher-training in this new environment, we again surveyed APSA members in 2021. Results indicate that participation decreased during the pandemic, but declining participation reflects a lack of time and institutional rewards rather than less interest in training.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.