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Teaching Experience and Teacher-Training Needs of Young Political Scientists
Unformatted Document Text:  secondary school teachers (European Commission 2007). It would be time to realize that educational quality equally depends on teaching quality on the terciary level. The importance of this has already been acknowledged by young political scientists themselves. However, much more empirical evidence is needed to evaluate the impact of university teacher training in political science as well as in other disciplines. As for political science, this is definitely an under researched area, and such studies appear to be rare in other disciplines as well. We conclude with the opinion of two of our respondents that we share and that not only reflects the need for training, but are critical of the current state of affairs. “There are excellent minds and researchers out there who are poor teachers,” one respondent wrote, “because they never learnt to communicate their knowledge well. The academy is not only in need of new theories and findings but also good teachers that can train the new generations.” “I guess,” another respondent noted, “it contradicts the gist of our business (educating students) to put people with no teaching training whatsoever in charge of teaching. It is a sort of double standard: on the one hand, we expect students to become qualified, professional political scientists, and we praise the value of education, but still let people teach without any formalized quality check of their teaching skills.” 24

Authors: Simon, Eszter. and Pleschova, Gabriela.
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secondary school teachers (European Commission 2007). It would be time to realize that
educational quality equally depends on teaching quality on the terciary level. The importance of
this has already been acknowledged by young political scientists themselves. However, much
more empirical evidence is needed to evaluate the impact of university teacher training in
political science as well as in other disciplines. As for political science, this is definitely an under
researched area, and such studies appear to be rare in other disciplines as well.
We conclude with the opinion of two of our respondents that we share and that not only
reflects the need for training, but are critical of the current state of affairs. “There are excellent
minds and researchers out there who are poor teachers,” one respondent wrote, “because they
never learnt to communicate their knowledge well. The academy is not only in need of new
theories and findings but also good teachers that can train the new generations.”
“I guess,” another respondent noted, “it contradicts the gist of our business (educating
students) to put people with no teaching training whatsoever in charge of teaching. It is a sort of
double standard: on the one hand, we expect students to become qualified, professional political
scientists, and we praise the value of education, but still let people teach without any formalized
quality check of their teaching skills.”
24


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