All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Teaching Experience and Teacher-Training Needs of Young Political Scientists
Unformatted Document Text:  or feedback on their performance in the classroom are also appreciated. Finally, training had a few unexpected benefits. Instead of just learning about how to teach and applying this knowledge, the training made participants reflect on what they are doing. As one respondent put it, the training made her “think about teaching rather than just doing it.” Moreover, discussing supervision actually helped one student to reflect on her own relationship with her supervisor. That is, the training was beneficial in resolving issues related to writing a PhD, as well. These results closely resonate with what Donnelly (2006, 214) identified as the three main impacts of training for holders of Postgraduate Certificate in Ireland: the design of new instructional strategies, the use of new teaching approaches, and the alteration of beliefs about third level learning and teaching. The informants considered problematic if the course was too theoretical with little interaction and feedback. Many would have preferred longer courses. Besides, sometimes the training was organized for teachers of all disciplines, but the informants would welcome a training tailored to needs of political scientists, except for one respondent who passed joint training with colleagues from other disciplines such as medicine and natural sciences and believed that it was very interesting and fruitful. The second most popular response category revealed satisfaction with training, asserting that they did not have any shortcomings. This supports our finding that the training, in spite of some problems, empowers respondents to be better teachers. However, there remain some organizational concerns. Sometimes training takes place after one had an opportunity to teach. Although this is positive in the sense that one then knows the problems one is seeking answers for, but if it takes place too late, the training may loose much of its usefulness. As respondents explain the drawback can be that many of the issues have already 21

Authors: Simon, Eszter. and Pleschova, Gabriela.
first   previous   Page 21 of 27   next   last



background image
or feedback on their performance in the classroom are also appreciated. Finally, training had a
few unexpected benefits. Instead of just learning about how to teach and applying this
knowledge, the training made participants reflect on what they are doing. As one respondent put
it, the training made her “think about teaching rather than just doing it.” Moreover, discussing
supervision actually helped one student to reflect on her own relationship with her supervisor.
That is, the training was beneficial in resolving issues related to writing a PhD, as well. These
results closely resonate with what Donnelly (2006, 214) identified as the three main impacts of
training for holders of Postgraduate Certificate in Ireland: the design of new instructional
strategies, the use of new teaching approaches, and the alteration of beliefs about third level
learning and teaching.
The informants considered problematic if the course was too theoretical with little
interaction and feedback. Many would have preferred longer courses. Besides, sometimes the
training was organized for teachers of all disciplines, but the informants would welcome a
training tailored to needs of political scientists, except for one respondent who passed joint
training with colleagues from other disciplines such as medicine and natural sciences and
believed that it was very interesting and fruitful. The second most popular response category
revealed satisfaction with training, asserting that they did not have any shortcomings. This
supports our finding that the training, in spite of some problems, empowers respondents to be
better teachers.
However, there remain some organizational concerns. Sometimes training takes place after
one had an opportunity to teach. Although this is positive in the sense that one then knows the
problems one is seeking answers for, but if it takes place too late, the training may loose much of
its usefulness. As respondents explain the drawback can be that many of the issues have already
21


Convention
Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 21 of 27   next   last

©2012 All Academic, Inc.