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Teaching Experience and Teacher-Training Needs of Young Political Scientists
Unformatted Document Text:  teacher training. All this suggests that starting-out teachers share our core assumption that teacher training is helpful; therefore, it should be a part of doctoral education in political science. The opportunity to complete teaching training, however, was not equally important for everyone. As expected, the training was particularly important for people who are planning to pursue an academic career. Of those who wish to stay in academia for more than three years, 37% already passed teacher training while it was only 22% of people who plan to move to another job. Moreover, 71% of respondents who plan to remain in academia and at the same time never participated in a pedagogy course thought this was a miss, but less than half of the people with other than academic ambitions regretted not having teacher training experience. Both doctoral students and PhD holders are equally likely to pass teacher training at their degree giving institution (27% vs. 28% of all respondents). This may suggest that the general trend in Europe has not changed in the last couple of years, that is, the number of schools offering teaching training is not on the rise in the short run. However, what is interesting is the distribution of the data on completing teacher training at another institution than one’s alma mater. Of those who received training, 34% of the PhD holders were trained at another institution while only 17% of PhD students. This may indicate that getting an academic position has a motivating influence on completing pedagogic training and some form of pedagogic education becomes even more significant after obtaining a PhD diploma than before. To evaluate this claim we should know at what point in time respondents attended such training. Lacking such data, the only – imperfect – indication that PhD holders are likely to receive training at the universities where they are employed is to see if the teaching training and current institutions coincide for PhD holders. The results seem to indicate that at least a group of PhD holders receive training at the place of their employment. However the figures are not 12

Authors: Simon, Eszter. and Pleschova, Gabriela.
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teacher training. All this suggests that starting-out teachers share our core assumption that
teacher training is helpful; therefore, it should be a part of doctoral education in political science.
The opportunity to complete teaching training, however, was not equally important for
everyone. As expected, the training was particularly important for people who are planning to
pursue an academic career. Of those who wish to stay in academia for more than three years,
37% already passed teacher training while it was only 22% of people who plan to move to
another job. Moreover, 71% of respondents who plan to remain in academia and at the same time
never participated in a pedagogy course thought this was a miss, but less than half of the people
with other than academic ambitions regretted not having teacher training experience.
Both doctoral students and PhD holders are equally likely to pass teacher training at their
degree giving institution (27% vs. 28% of all respondents). This may suggest that the general
trend in Europe has not changed in the last couple of years, that is, the number of schools
offering teaching training is not on the rise in the short run. However, what is interesting is the
distribution of the data on completing teacher training at another institution than one’s alma
mater. Of those who received training, 34% of the PhD holders were trained at another
institution while only 17% of PhD students. This may indicate that getting an academic position
has a motivating influence on completing pedagogic training and some form of pedagogic
education becomes even more significant after obtaining a PhD diploma than before.
To evaluate this claim we should know at what point in time respondents attended such
training. Lacking such data, the only – imperfect – indication that PhD holders are likely to
receive training at the universities where they are employed is to see if the teaching training and
current institutions coincide for PhD holders. The results seem to indicate that at least a group of
PhD holders receive training at the place of their employment. However the figures are not
12


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