Abstract
This paper addresses the role of teaching in the preparation of future faculty members. I begin by discussing that graduate students and future faculty do not feel most TA experiences prepare them for the demands of college teaching. Graduate students, as well as other teachers, need various knowledge and skills to be successful, and Shulman's (1987) model of knowledge and teaching is presented to frame the discussion. Three strategies for helping students develop teaching skills are discussed—courses, practica, and mentoring. This is followed by my report of an informal survey of what steps departments are taking to help future faculty become teachers. There is great variability among departments, and there are a number of issues to address in implementing strategies to help graduate students become university teachers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
