Survey evidence of teacher development based on AECC recommendations

Recent graduates from accounting doctoral programs were surveyed about their perceived preparation for specific teaching characteristics espoused by the Accounting Education Change Commission AECC (Accounting Education Change Commission). [(1993). Evaluating and rewarding effective teaching: position statement no. five. Issues in Accounting Education 8(2), 436-439.] Respondents also provided information on specific teacher training methods currently being used by doctoral programs, by academic employer departments, and by individual faculty. Overall, our results suggest that most faculty responding to the survey feel inadequately prepared in all AECC-espoused teaching characteristics. Further, most endeavors to develop skills reflecting these characteristics appear to rely on efforts of the individual, instead of from systematic efforts of doctoral programs or academic employers. That is, respondents generally indicate that training received in their doctoral programs is a relatively minor source of preparation for current teaching responsibilities, while investments in self-training have had the greatest impact on their preparation for teaching. Respondents also indicate that doctoral programs, academic employers, and individual efforts should share more equally in the responsibility to develop “teaching scholarship.”