To Be A Teacher: Why Only For PhD?

Quite occasionally I get the ticket for admission of a employment conference this morning, accompanying with my friends I participated the employment conference as my first time of doing so after the last participation of such activity two years ago in Nanjing. But this conference, frankly speaking, is not a good one, no matter  whether it is evaluated under the organization or its size. While, it does offer quite numerous positions for those who are willing to be a teacher.

For those who are holding a master’s degree and with strong willing of being a teacher in a college, the experience today seems to be a dilemma. If you are willing to be a tracked for a teaching position in an acceptable university, a PhD degree seems to be a must. But if you can accept the comparative low salary for the similar position in a technical school, then you have the opportunities of being accepted. While once accept such position, new problems will occur. The low probability of being a professor and tutor for doctoral students, and the enforcement of taking the Ph.D study can all be coming problems that are waiting to be solved.

There has been quite long for me to consider, but never provide a substantive answer that, whether it is necessary for a teacher holding a Ph.D degree, especially for those technical school. It is of no doubt that teachers with good academic training, and holding an advanced degree can obviously help students broaden their horizon, rather than keeping a narrow vision on the skills and knowledge points printed on the books. However, with the concern that the main task for the undergraduate students is to build a solid foundation, I don’t know if the research experience of a Ph.D students or a Master’s student would help. What I argue more practically, is to hire some teachers with working experience in an accounting or consulting firm, who can deliver some practical skills.

However, for the training on academics for graduate students, things are totally different. These students require more training on the research issues, such as the theory explanation, research methodology and some introductory lectures on contemporary research. For undergraduate students on accounting, they are not required to know Williamson, Coarse, Watts, Beaver, etc, but for graduate students, good familiarity on such classical works is to be a must. So with full experience of research can help the lecturer deliver a better and deeper understanding on these issues. For these purposes, Ph.D graduates is a good source to get the candidates of the lecturers of the issues on graduate levels.

This is only quite an initial consideration on the issue of employment for colleges, for any comments, you are welcome to follow and discuss.

Revisit to the platform

今天下午抱病上讲台,终于知道了什么叫受托责任,没办法啊,下午的感觉就像吃鸭脖子一样,吃时没有感觉,吃完满嘴辣,而我今天下午的感觉就是讲时没感觉,讲完我的嗓子非常难受。。。都是感冒惹得祸。

上的课是基础会计学,分了三个部分,第一部分,对前面的内容回顾,第二部分,讲了新课,直接被我忽略调了第一节,第三课,临时做了计划变更,本来讲结构分类,后来看到学生的Feedback说对前面的购产销并不熟悉,如果直接讲那部分,感觉要出问题,于是倒回来,开始讲例题,现编现讲,感觉是不错的,不过说实话,还是缺乏经验,很是佩服那些代课的同学,到底有经验,讲起来不紧不慢,井井有条。

上了这次课,深深的再次感悟了我小学时代的老师的一句话“如果要教给别人一碗水,自己就要有一缸水”。知识点的拓展,连贯,灵活调度,真的非常难。尤其要做到信手拈来,口若悬河的话,真不是一朝一夕之功啊。

上了这次课,然后重新回味了本科时代的那次英文授课经历。不过那次是模拟,而这次觉得是一次实战。不知道是不是遗传的问题,我对三尺讲台似乎有着天生的好感。但是要真的像祖辈那样当好好老师,真的非常难啊。

真的很感激那位同学给我的机会,让我有了这一次尝试,尽管我身体不适,甚至冒着发烧的风险,不过给我的感觉还是真的很好。让我有了一次重新对自己的审视和思考的过程。对此真的感激不尽。

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