Keywords

Educators, Faculty, Faculty, Student

INTRODUCTION

The benefits of teaching have been noted in the big picture of college in the teaching of new and junior teachers/professors. Zellers et al. (2008) note that although the informal practice of teaching of new teachers/professors has long been established in college, colleges and universities have been slow to agree to and promise to follow certain rules, procedures, etc. teaching programs, and they refer to the current understanding of agreed upon teachers/professors teaching programs as being "compared to other things shallow". The current research addresses the shallowness of understanding by examining the influence that formal teaching programs have on the development of new and junior teachers/professors as teachers. This is an extension of Johnston et al. (2013) work that examined doctoral training in teaching of marketing teachers that found that new and junior teachers/professors that received formal teaching training during their doctoral work felt more prepared for teaching early in their careers than those that did not. These authors thought about/believed different parts of teaching training, but not specifically teaching, as the current research does. Rather, their survey of recent marketing doctoral graduates examined the extent that the recent graduates were exposed to different forms of teacher training e.g. teaching helperships, teaching full courses, for-credit teacher training programs, not-for-credit school courses, etc. in their doctoral programs (Murphy, 2011). Also related to the current study is Ugrin et al. (2008) examination of the importance of teaching for new and junior teachers/professors in terms of research and intelligent activity. These authors found that young teachers/professors that developed and maintained strong ties with their long speech or story chair respected teacher had more books, magazines, etc. early in their careers than those that did not develop and maintain such a relationship. Peluchette & Jeanquart (2000) produced almost the same findings in their study of teachers/professors teaching. They found that early career teachers/professors with identified respected teachers were more productive in terms research and intelligent activity than those that identified fewer.

References

1. Johnston, T.C., Milkman, M.I., & McCoy, J.P. (2013). Doctoral training in teaching and preparedness of earlycareer marketing educators. Academy of Educational Leadership Journal, 17(3), 107-116.
2. Murphy, W.M. (2011). From e-mentoring to blended mentoring: Increasing students’ developmental initiation and mentors’ satisfaction. Academy of Management Learning & Education, 10(4), 606-622.
3. Peluchette, J.V.E., & Jeanquart, S. (2000). Professionals’ use of different mentor sources at various career stages: Implications for career success. The Journal of Social Psychology, 140(5), 549-564.
4. Ugrin, J.C., Odom, M.D., & Pearson, J.M. (2008). Exploring the importance of mentoring for new scholars: A social exchange perspective. Journal of Information Systems Education, 19(3), 343-350.
5. Zellers, D.F., Howard, V.M., & Barcic, M.A. (2008). Faculty mentoring programs: Reenvisioning rather than reinventing the wheel. Review of Educational Research, 78(3), 552-588.