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Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations

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  • William B. Walstad
  • William E. Becker

Abstract

Survey data from PhD-granting economics departments are used to assess the teaching preparation of graduate students in economics. The results show that relatively few departments require graduate student instructors to take a credit course in teaching before teaching their own course or leading a recitation section. Although more graduate student instructors are required to take a noncredit course in teaching before serving as an instructor or recitation leader, the value of such noncredit courses may be limited. The assessment of teaching preparation by department chairs shows mixed responses, with about three-fifths rating it as very good or good and about two-fifths considering it to be only adequate or poor. Recommendations are offered for improving the teaching preparation of graduate student instructors in economics.

Suggested Citation

  • William B. Walstad & William E. Becker, 2010. "Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations," The Journal of Economic Education, Taylor & Francis Journals, vol. 41(2), pages 202-210, March.
    • Handle: RePEc:taf:jeduce:v:41:y:2010:i:2:p:202-210
    DOI: 10.1080/00220481003613888
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    References listed on IDEAS

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    1. William B. Walstad & William E. Becker, 2003. "The Instructional Use and Teaching Preparation of Graduate Students in U.S. Ph.D.-Granting Economics Departments," American Economic Review, American Economic Association, vol. 93(2), pages 449-454, May.
    2. Michael K. Salemi, 2003. "A Model Teacher-Education Program for Economics," American Economic Review, American Economic Association, vol. 93(2), pages 455-459, May.
    3. Michael Watts & William E. Becker, 2008. "A Little More than Chalk and Talk: Results from a Third National Survey of Teaching Methods in Undergraduate Economics Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 39(3), pages 273-286, July.
    4. Belton Fleisher & Masanori Hashimoto & Bruce A. Weinberg, 2002. "Foreign GTAs Can Be Effective Teachers of Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 33(4), pages 299-325, December.
    5. William E. Becker, 2000. "Teaching Economics in the 21st Century," Journal of Economic Perspectives, American Economic Association, vol. 14(1), pages 109-119, Winter.
    6. Rae Jean B. Goodman & Mark Maier & Robert L. Moore, 2003. "Regional Workshops to Improve the Teaching Skills of Economics Faculty," American Economic Review, American Economic Association, vol. 93(2), pages 460-462, May.
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    Cited by:

    1. Joshua D. Miller & Robert P. Rebelein, 2011. "Research on the Effectiveness of Non-Traditional Pedagogies," Chapters, in: Gail M. Hoyt & KimMarie McGoldrick (ed.), International Handbook on Teaching and Learning Economics, chapter 30, Edward Elgar Publishing.
    2. Sam Allgood & Gail Hoyt & KimMarie McGoldrick, 2018. "The Role of Teaching and Teacher Training in the Hiring and Promotion of Ph.D. Economists," Southern Economic Journal, John Wiley & Sons, vol. 84(3), pages 912-927, January.
    3. Benjamin Kamga Fomba & Dieu Ne Dort Fokam Talla & Paul Ningaye, 2023. "Institutional Quality and Education Quality in Developing Countries: Effects and Transmission Channels," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 14(1), pages 86-115, March.
    4. Zafrul Allam, 2020. "Demystifying the Aspect of Quality in Higher Education: Insights From Saudi Arabia," SAGE Open, , vol. 10(1), pages 21582440198, January.

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