| Abstrakt: |
In 2018, we sought to understand the difference in pedagogical training opportunities and demand within political science departments across the U.S. through surveys of political scientists. Since then, the COVID-19 pandemic forced faculty to rethink the way they do assessment and lectures resulting in stress and burnout. To measure attitudes, resources, and opportunities for teaching and teacher-training in this new environment, we once again surveyed American Political Science Association (APSA) members. Using APSA membership provides a large pool of political scientists, however as a sample it may skew toward more tenure and tenure-track faculty at larger universities. With that caveat, almost all APSA members in our 2021 survey reported that their in-person courses were converted to a remote, hybrid, or web assisted format in the 2020 to 2021 period. While morale and confidence in teaching declined during the pandemic, interest in offering alternative forms of teaching like synchronous remote courses increased. Respondents found pedagogy training more important following the pandemic, despite a decline in participation. Furthermore, interest in this training remained stable between prepandemic and postpandemic periods. These findings suggest that declining participation in these activities is more reflective of a lack of time and institutional rewards rather than less interest in training opportunities. These shifting attitudes call for increased opportunities for pedagogy training. As with prior findings, incentives would encourage political scientists to increase their participation in pedagogy training as many do not feel rewarded for their teaching efforts. [ABSTRACT FROM AUTHOR] |
