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In the 2023 academic year, Teaching-Learning IR Working Group in the Center for Academic Practice and Resources conducted a survey to assess the skill development experiences of doctoral students (). This article reports insights from the survey, focusing on doctoral students' perceived ability to engage in pedagogical activities if tasked with teaching undergraduate courses. The analysis, based on responses from 125 participants, examines self-assessed competence across several pedagogical skills as university teachers. These findings aim to inform the syllabus development of the "Preparing Future Faculty Course (basic)".

The survey measured self-perceived competence in the following six pedagogical skills (adapted from Connolly and Lee, 2015) as undergraduate teachers: 

1. Assessment of Learning Outcomes: The ability to evaluate students' achievement of learning goals, provide feedback, and promote improvement.
2. Mastering Subject Knowledge: The ability to retain and develop deep understanding and expertise within one's own field.
3. Interaction with Students: The ability to enhance students' motivation through effective communication inside and outside the classroom.
4. Effective Teaching Techniques: The ability to select appropriate strategies and tools to advance educational goals and conduct classes effectively.
5. Creating a Learning Environment: The ability to foster environments that encourage focused and active student participation.
6. Course Planning and Design: The ability to design curricula and structure lessons aligned with educational objectives.
    

According to descriptive statistical results (see table below), doctoral students demonstrated high confidence in their pedagogical skills overall, with average scores ranging from 4.97 to 5.43 on a 7-point Likert scale. There were no substantial variations among the six skill areas, and the extreme levels of confidence or anxiety regarding specific skills were not observed. 
 

The highest mean score was for "Mastering Subject Knowledge" (5.43), indicating strong confidence in subject-matter expertise. In contrast, "Interaction with Students" received the lowest mean score (4.97), hinting at a relative lack of confidence in classroom communication and engagement with students.

Several implications arise from these results. First, despite limited teaching experience (60% of respondents reported no prior responsibility for university-level courses), many expressed high confidence in their pedagogical skills. This discrepancy highlights the need for caution, as they may face challenges in real-world teaching situations, potentially leading to loss of confidence or blame-shifting to students. Incorporating practical teaching experiences and peer-exchange opportunities into the "Preparing Future Faculty Course (Basic)" could address this issue.

Second, the relatively low confidence in "Interacting with Students" suggests that addressing specific scenarios and related anxieties concerning the interaction with students within the pedagogy course could be effective. By implementing these measures, doctoral students may develop stronger adaptability to future teaching roles.

This report presents only a portion of the collected data. Further analyses will continue to explore the development of educational skills and competencies among doctoral students at Â鶹AV.

Connolly, M. R., & Lee, Y. G. (2015). The effects of doctoral teaching development on early-career STEM scholars' college-teaching self-efficacy. WCER Working Paper No. 2015-1. Wisconsin Center for Education Research.