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Teaching Experience and Teacher-Training Needs of Young Political Scientists
Unformatted Document Text:  teaching. 72% of training attendees cared to evaluate the advantages of their training. The response rate for discussing the negative aspects of the trainings was 66%. An equal percentage of those who did not have an opportunity and who did not take their opportunity to learn about teaching (54%) listed the aspects of teaching that they wished to learn about. 5 We coded the 320 qualitative comments on the basis of content into 41 different categories where one comment often qualified for more than one category. The three categories – benefits and problems of training and the things non-attendants wanted to learn about – taken together are good indicators of what problems starting out teachers face and are seeking a solution for, regardless of whether they attended a training or not. The most often mentioned category, teaching methods that makes up 20% of all responses is quite uninformative as it reveals little about what aspects of teaching respondents wish to learn about. Disregarding this, the most often mentioned problem is how to engage the attention of students (74 mentions). The need for practical tips was also signaled more than 40 times. The list of the categories receiving 10 or more mentions is shown in the Figure 1. below. Figure 1. The most often mentioned teaching-related problems with at least 10 responses in category (in% of all problems mentioned) 5 While we only asked those who did not attend training to communicate what they wished to learn, 5.9% of training attendees also provided answers. 18

Authors: Simon, Eszter. and Pleschova, Gabriela.
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teaching. 72% of training attendees cared to evaluate the advantages of their training. The
response rate for discussing the negative aspects of the trainings was 66%. An equal percentage
of those who did not have an opportunity and who did not take their opportunity to learn about
teaching (54%) listed the aspects of teaching that they wished to learn about.
We coded the 320
qualitative comments on the basis of content into 41 different categories where one comment
often qualified for more than one category.
The three categories – benefits and problems of training and the things non-attendants
wanted to learn about – taken together are good indicators of what problems starting out teachers
face and are seeking a solution for, regardless of whether they attended a training or not. The
most often mentioned category, teaching methods that makes up 20% of all responses is quite
uninformative as it reveals little about what aspects of teaching respondents wish to learn about.
Disregarding this, the most often mentioned problem is how to engage the attention of students
(74 mentions). The need for practical tips was also signaled more than 40 times. The list of the
categories receiving 10 or more mentions is shown in the Figure 1. below.
Figure 1. The most often mentioned teaching-related problems with at least 10 responses in category (in% of all
problems mentioned)
5
While we only asked those who did not attend training to communicate what they wished to learn, 5.9% of training
attendees also provided answers.
18


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