Thesis (Ed.D.)--Teachers College, Columbia University, 1964. / Typescript; issued also on microfilm. Sponsor: Florence B. Stratemeyer. Dissertation Committee: Dorothy M. McGeoch. Includes bibliographical references.

It seems reasonable to assume that the realization of the doctoral degree denotes that one is proficient in college teaching. However, the literature indicates that doctoral programs are failing to adequately prepare doctoral students for teaching in collegiate settings. The seminal work on doctoral student experiences suggests that doctoral programs are adequately preparing doctoral students for their research function, but concerns emerge around teacher preparation. Four bodies of literature inform this study: (a) the literature on the teaching role in higher education (b) the literature on doctoral students’ experiences as it relates to their teaching preparation (c) the literature on new faculty socialization (d) and the literature on the nature of academic disciplines and their differences as it relates to faculty work. The study fills a gap in the literature by examining junior faculty perceptions of their doctoral level teaching-related preparation by taking a cross disciplinary approach of eight disciplines (four high consensus and four low consensus). The omnibus question this study seeks to address is whether or not there are discipline differences in junior faculty perceptions of their doctoral level preparation for college teaching. The study employed a quantitative approach in collecting data using a survey design. The sample for the study was delimited to junior faculty in political science, sociology, psychology, economics, physics, chemistry, biology and geology from the Southern Regional Education Board (SREB) Four-Year 1 institutions. An instrument developed by Hall (2007) which measures counselor educators’ perception of their doctoral level teaching preparation was modified for the purpose of data collection. Contact information for junior faculty in selected disciplines was collected from SREB Four-Year 1 institutions. Findings reveal an anti-teaching culture embedded within research institutions and also significant discipline differences in overall perceptions of doctoral level teaching preparation. The findings of this study provide higher education leaders and faculty with empirical results which could inform the training of doctoral students for their college teaching role.

The most of it comes with experience, or? The Teacher Education Program for upper secondary school’s ability to prepare new (civics)teachers for their professional life. This study focuses on newly graduated civics teachers’ experiences of their teacher education inrelation to what they deem necessary to know in their current work as a teacher. The study aims tolearn more about in what extent the teacher education program can and should prepare teachers fortheir professional life, compared to what they learn while working as a teacher. More specifically,the aim is to study the subject studies and the didactics in civics at the teacher education program.The findings of this work are based on semi-structured interviews with ten teachers who teach civicsat upper secondary school level. The teachers also participated in a small digital survey and thoseresults are also included in this work. All the teachers graduated from Umeå university’s teachereducation program between 2019-2021. A Qualitative Data Analysis called The ConstantComparative Method has been used to systematically find patterns in the material. The study shows that teachers overall have different views on what is possible tolearn at a teacher education program, compared to what they must learn while working aftergraduation. Three different groups of teachers are identified. Firstly, a group of five teachers reckonthat the main purpose of the teacher education program should be to give the future teacher “a basis”- the rest “comes with experience”. It should thus primarily focus on subject studies. Secondly, twoteachers do not think that the teacher education program is necessary at all. They prefer to learn asthey go while working. Lastly, a third group of teachers argue that the teacher education programshould be more “teacher-specific” and thus include far more didactics. The teachers are providing many suggestions on what they think should be added tothe teacher education program. Looking at the subject studies, they first and foremost miss sometopics that they think the teacher education program can and should contain. For instance, sevenout of ten teachers want the subject studies to talk more about Media, since it is something that theteachers need to teach about according to the steering documents. Moreover, all teachers agree thatthey should be taught on how to talk about topics in the classroom that are considered sensitive orprivate for the students. In addition, the teachers want more didactics during their studies at theteacher education program. Above all, they would prefer to know more about didactic methods, andthey want to have the chance to create materials which could be in use after graduation.