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ERIC Number: EJ1202346
Record Type: Journal
Publication Date: 2018
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-1934-9726
EISSN: N/A
Balancing the Equation: Does a Ph.D. Equal Expertise in Teaching?
Ahn, Ruth
International Journal of Teacher Leadership, v9 n2 p1-4 Fall 2018
Most tenure-line professors have heard and experienced the anxiety-causing "publish or perish" initiation rites in the world of higher education. Fresh Ph.D. graduates going into the professoriate often worry and agonize over this grueling process. However, one of the most central missions of many Tier 2 universities in the U.S. isn't expressed in the same manner: "Teach or perish." Why don't people talk about teaching in the same way as publishing, when course evaluations are often critical in getting tenure and promotion? Is teaching any easier, something that anyone can do on the fly? Do professors and administrators automatically assume that everyone who has a Ph.D. or advanced degree is an effective teacher? Do they value teaching any less? If teaching is indeed as valued, why are professors, especially new ones, largely left on their own to sink or swim, often teaching large introductory courses with historically high failure rates? Why isn't there a structured learning environment for professors analogous to the pedagogical preparation that K-12 teachers go through? These questions have puzzled the author, as she has seen clusters of new faculty come and go, trying to figure out the complex nature of teaching.
California State Polytechnic University, Pomona. 3801 W. Temple Avenue, Pomona, CA 91768. Tel: 909-869-3935; e-mail: ijtl@cpp.edu; Web site: https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/index.shtml
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A