Importance of teacher training for graduate students in agronomy

Abstract

Since no data or information on teacher training programs for agronomy graduate students nor on attitudes toward teacher training could be found in current literature, we surveyed agronomy department heads, faculty, and graduate students to determine attitudes toward teacher training, the kinds of teacher training programs available in agronomy departments, and the importance of teacher training for agronomy graduate students. Survey forms were distributed to 61 department chairmen, 366 faculty members, and 366 graduate students. The results showed that few graduate students in agronomy receive teaching experience, and even fewer receive any formal teacher training. However, department heads, faculty members, and graduate students indicated that graduate students should be required or at least encouraged to obtain some teaching experience. The consensus of the survey was that teacher training could and should be improved, although the method was unclear. Certainly it was not by enrolling in education courses, since few felt that education courses should be required. We concluded that a more concerted effort should be made in agronomy departments to provide teacher training for graduate students. Such training would not necessarily be at the cost of research training and would carry other benefits besides preparation for classroom instruction.