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Teaching Experience and Teacher-Training Needs of Young Political Scientists
Unformatted Document Text:  welcome an opportunity to participate in one. But in a minority of cases (10%), non-participation is voluntary. As one respondent complained one problem of training even when they exist, is that “most of my colleagues (especially professors) do not attend this training even if they do enhance the quality of teaching.” But, at least, the majority of even those who did not take their opportunity regret the fact ex post. Status (PhD student vs. young PhD degree holder) and future plans are important influences in favor of teacher training. Gender is less of a factor, but gives way to interesting findings. For instance, women missed training opportunity in a smaller number and more of them regretted not having an opportunity. Men, on the other hand, are more likely to mention preference for emotional support in teaching and signal interest over the use of multimedia in the classroom. Trainees and those who did not have the opportunity to be trained also have precise ideas not only about what aspects of teaching they wish to learn but also about the kind of training they prefer. They mention numerous aspects of teaching from engaging students to student evaluation/grading they believe it is important to learn about. They favor practical tips, interactive training, and the opportunity to receive feedback on their own performance in the classroom. Moreover, knowledge gained with regard to teaching may be useful beyond the classroom: learning about supervision may help put one’s experience with one’s supervisor in perspective. But suggestions about presentation skills or interaction with others (students or not) are useful regardless of what career one pursues after receiving a PhD. All in all, our research supports the notion that an academic career is more than simply a research career and that teaching is an integral and important part of it. The European Commission has recently recognized the importance of continuous training for primary and 23

Authors: Simon, Eszter. and Pleschova, Gabriela.
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welcome an opportunity to participate in one. But in a minority of cases (10%), non-participation
is voluntary. As one respondent complained one problem of training even when they exist, is that
“most of my colleagues (especially professors) do not attend this training even if they do
enhance the quality of teaching.” But, at least, the majority of even those who did not take their
opportunity regret the fact ex post.
Status (PhD student vs. young PhD degree holder) and future plans are important
influences in favor of teacher training. Gender is less of a factor, but gives way to interesting
findings. For instance, women missed training opportunity in a smaller number and more of them
regretted not having an opportunity. Men, on the other hand, are more likely to mention
preference for emotional support in teaching and signal interest over the use of multimedia in the
classroom.
Trainees and those who did not have the opportunity to be trained also have precise ideas
not only about what aspects of teaching they wish to learn but also about the kind of training they
prefer. They mention numerous aspects of teaching from engaging students to student
evaluation/grading they believe it is important to learn about. They favor practical tips,
interactive training, and the opportunity to receive feedback on their own performance in the
classroom. Moreover, knowledge gained with regard to teaching may be useful beyond the
classroom: learning about supervision may help put one’s experience with one’s supervisor in
perspective. But suggestions about presentation skills or interaction with others (students or not)
are useful regardless of what career one pursues after receiving a PhD.
All in all, our research supports the notion that an academic career is more than simply a
research career and that teaching is an integral and important part of it. The European
Commission has recently recognized the importance of continuous training for primary and
23


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