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ID:
153653
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| Summary/Abstract |
Current discourses in education circles are on the professional status of the teaching profession due to teachers’ continued involvement in labour protests. This paper discusses whether teachers may still be considered as professionals or workers. There is an assumption that if formulated policies reflect on alleviating the plight and actual conditions in which teachers work, strikes can be halted resulting in quality teaching and learning in schools. A literature review was conducted to seek solutions to this impasse. It is expected that with insight into the actual teachers’ working conditions by policymakers, barriers that lead to endless labour protests may be alleviated to restore professionalism in teaching.
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| 2 |
ID:
098200
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| Publication |
2010.
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| Summary/Abstract |
In this article, we investigate the graduate curricula of political science programs and 122 Ph.D.-granting political science programs in the United States and how they seek to prepare political science teachers. We first investigate whether the department offers a dedicated political science course at the graduate level on college teaching, and whether the presence of this class correlates with the size of the department, the size of the university, the ranking of the department, and so on. We find that whether a program offers a graduate course on teaching is inversely related to the research productivity of a department, and that departments at public institutions are more likely to offer such courses than are departments at private institutions. Second, we conduct content analysis of a sample of syllabi from departments that offer such courses to ascertain the kinds of topics that are covered. Finally, we briefly describe some model programs that seek to prepare graduate students for teaching careers that integrate graduate student teacher training throughout the Ph.D. program.
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