Pedagogical Deficiencies in Political Science Doctoral Programs: Current Practices or Lack Thereof
By Matthew Stein, College of Southern Nevada
Calls to increase the amount and quality of pedagogical training in political science doctoral programs have been heard far and wide. Despite the ongoing rhetoric, a thorough investigation into the teaching training received by doctoral students had not been published in over a decade. In this article, Matthew Stein investigates whether required teaching training programs have expanded. After conducting a series of interviews with full-time faculty in PhD-granting departments, there remains a dearth of pedagogical training at the doctoral level. To meet the classroom needs of our students, rhetoric must be met with institutional changes in doctoral student preparation.
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.