Teaching future faculty: Pedagogical training in public administration PhD programs in the US

Abstract

While pedagogical practice is not mandatory in doctoral programs, many doctoral students often serve as graduate student instructors or teaching assistants for college courses. However, most institutions neither mandate nor offer pedagogical training as part of doctoral education. Effective teaching necessitates subject matter expertise and proficiency in pedagogical techniques, which are best acquired through mentorship, training programs, and administrative support. In this article, we discuss the results from a content analysis of US Public Administration PhD programs to evaluate the status of pedagogical training through publicly available information. Given that these sites and handbooks offer critical information for potential doctoral students, we evaluate the type of public information that would help potential students when applying to and making decisions regarding PhD programs. Our study reveals a significant disparity in pedagogical training requirements and resources across the sample of PhD programs.

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