Pedagogical Deficiencies in Political Science Doctoral Programs: Current Practices or Lack Thereof

Much time has passed since Ishiyama, Miles, and Balazero (2010) published their work on the pedagogical training afforded to political science PhD students. Despite its age, the work remains influential and cited by scholars concerned with the state of teaching-training in the discipline. In their work, Ishiyama, Miles, and Balazero survey all PhD-granting political science departments and find that pedagogical training for doctoral students is scant. While the article is seminal, its age is beginning to show. I revisit the piece and investigate what, if anything, has changed in the pedagogical training of political scientists. After conducting semi-structured interviews across 65 PhD-granting departments, little progress has been made in training political science PhD students in how to teach. I conclude by echoing scholars who call for increased attention on pedagogical training, and for a benefit structure that rewards teaching.