Preparation of Graduate Students as Classroom Teachers and Supervisors in Applied and Research Settings

Abstract

This article reports a survey of 447 graduate psychology programs in the United States and Canada concerning preparation of graduate students for classroom teaching and supervising the work of others in applied and research settings. Attitudes toward the appropriateness of preparation in each of these three areas of teaching is reported, as well as what is being done in regard to each. Data are grouped by level of degree program in which such training is provided (i.e., doctoral, master's within master's/ doctoral, or masters-only programs). Exemplars are provided as useful models for programs wishing to develop a more systematic approach to preparing their students for classroom teaching. Also, references are cited for guiding the development of training for teaching in the classroom and supervision in applied settings.