Professional Socialization of Teachers of Sociology

Goldsmid, Charles A.

doi:10.2307/3211444

Cited by 7 publications

(4 citation statements)

References 22 publications

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“…This belief is fairly common among sociologists (e.g., Burkett 1991;Eitzen et al 1999;Goldsmid 1976;Pescosolido and Milkie 1995) and graduate students (Freyberg and Ponarin 1993). It is based not only on anecdotal or experiential evidence; it has some empirical basis in the existing literature on graduate education in sociology.…”

Section: Graduate Training In Teaching: a First Lookmentioning

confidence: 95%

The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

DeCesare

2003

Am Soc

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The emphasis in sociology Ph.D. programs continues to be on training researchers rather than teachers. This is a serious mistake, given the overwhelming proportion of students who go on to academic careers that require at least some time in the classroom. Departments that offer some type of graduate training in teaching focus almost exclusively on the students' mastery of pedagogical strategies--tools, tips, and techniques for improving their instruction. But this approach neglects students' assumptions about sociology as a discipline--or their sociological orientations--that underlie and intbrm their pedagogical choices. This paper explicates the relationship between sociological orientation and pedagogical practice, and asserts that graduate students need to consider their orientation to the discipline before stepping inside a classroom. This may be effectively accomplished through a required year-long seminar to be taken during the second year of graduate study. The first semester would be devoted to the issues, debates, and questions that currently characterize the discipline. The second would consider the "nuts and bolts" of teaching, and how pedagogical practice derives from sociological orientation. Students would also work as teaching assistants before, during, and after completing the seminar. They would then be required to teach at least one course of their choice before graduating. During this first teaching experience, each graduate student would work closely with a faculty mentor.

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Section: Graduate Training In Teaching: a First Lookmentioning

confidence: 95%

The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

DeCesare

2003

Am Soc

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“…15 One significant accomplishment of the SOTL movement is its impact on new teacher training. It was once far from common for PhD-granting sociology departments to require new students to complete a teaching course as part of their graduate curriculum and/or before they began serving as teaching assistants or course instructors (Goldsmid 1977, Keith & Moore 1995. That is, for the most part, no longer the case.…”

Section: The Teaching and Learning Movement In Sociology 50 Years On:...mentioning

confidence: 99%

Sociology for Beginners

Manza

2023

Annu. Rev. Sociol.

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This article examines the teaching of the introductory course in sociology. The first section sets the context of the teaching of introductory sociology in American higher education. The second turns to an examination of the written materials of introductory sociology: the textbooks used in the vast majority of these courses. Their widespread use provides a window into how introductory sociology has evolved over time. These texts also provide a view of what certain stakeholders—publishers and a select group of authors—have taken as central for beginners to master. The third section considers the scholarship on teaching and learning (SOTL) literature in sociology, which has produced research on current pedagogical practices and on strategies, techniques, ideas, and solutions to problems that contemporary introductory instructors face. A short conclusion offers a reflection on the implications of these issues for the future of teaching in the discipline. Expected final online publication date for the Annual Review of Sociology, Volume 49 is July 2023. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

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“…This includes graduate students in sociology, most of whom are teaching assistants and/or sessional instructors 1 in the context of their graduate program. In an early article on the socialization of future sociology teachers, Goldsmid (1976) notes that only about half of all graduate departments surveyed by the American Sociological Association include some degree of teacher preparation, with more than half of those activities being brief orientation workshops. Wilson’s (1976) one-semester graduate course centered on preparing for teaching in the next semester is an early exception.…”

Section: Literature Revewmentioning

confidence: 99%

“…Scholars have long emphasized the importance of teacher training in higher education (Gibbs and Coffey 2004; Postareff, Lindblom-Ylanne, and Nevgi 2008; Woolfolk and Spero 2005; Young and Bippus 2008). Indeed, there have been many calls in sociology for the integration and development of teacher training for graduate students (Blouin and Moss 2015; D’Antonio and Lena 1976; DeCesare 2003; Eitzen, Baca Zinn, and Gold 1999; Goldsmid 1976). Among them, Teaching Sociology has featured graduate student teaching-focused special issues as early as the 1970s.…”

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confidence: 99%

The Sociology Teaching Fellowship: A Mentorship Model for Graduate Student Teacher Training

Innocente

Baker

2018

Teach Sociol

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Scholars have long emphasized the importance of teacher training in higher education, including in sociology. Such calls have led to modest improvements in opportunities for graduate students to develop teaching-related skills and experience. However, many of these opportunities are not specific to sociology and may lack a teaching component. In this paper, we outline a teaching fellowship model for graduate student teacher training that integrates group training sessions, peer collaboration, and a teaching practicum component under the guidance of a faculty mentor. In the fellowship, graduate student teaching fellows receive a stipend for sharing the development and teaching of an undergraduate course, with supports and feedback throughout. We include data from post-fellowship questionnaires and follow-up data from fellows who went on to teach their own courses to highlight the strengths of the program. The data indicate that the fellowship is an overwhelmingly positive experience for graduate students.

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Professional Socialization of Teachers of Sociology

Cited by 7 publications

References 22 publications

The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

The impact of sociological orientation on pedagogy: A reconsideration of teacher training in sociology Ph.D. Departments

Sociology for Beginners

The Sociology Teaching Fellowship: A Mentorship Model for Graduate Student Teacher Training

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