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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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    File URL: http://hdl.handle.net/10.1080/00220481003613888
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    Cited by:

    1. Joshua D. Miller & Robert P. Rebelein, 2011. "Research on the Effectiveness of Non-Traditional Pedagogies," Chapters,in: International Handbook on Teaching and Learning Economics, chapter 30 Edward Elgar Publishing.

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