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Teaching Experience and Teacher-Training Needs of Young Political Scientists
Unformatted Document Text:  gender or professional plans influence participation in teacher training and what junior faculty generally thought of the training that they have been involved in. If young political scientists did not participate in any training, we were curious if they would have preferred to take part in such training and if so, what they would like to learn. The survey questionnaire can be found in the Appendix. Methodological Issues The findings we present here are based on an online survey we carried out in EU member states in the period of March-August, 2007. To reach starting out teachers in political science, we initially turned to our personal networks across Europe, asking our contacts to forward the message to possible respondents. Then we also emailed respondents where we could reach them directly (usually through addresses provided by university websites), contacted departments, national political science associations as well as associations of PhD researchers, asking them to distribute our message to their colleagues/members. Even though most of our data was collected online, we also provided hard copies of the questionnaire for junior political scientists attending the annual conference of the European Political Science Network. Of these methods, we found that personal emails to respondents, regardless of whether we knew them personally or not, the most efficient. We defined our target group of starting out teachers as current Political Science PhD students and those who received their PhD in the last three years. Moreover, we sought respondents who had at least one semester of teaching experience at the university level. We assumed that both postgraduate students and PhD holders still have relatively fresh experience about starting teaching, but we recognize that the two populations may be quite different in their 6

Authors: Simon, Eszter. and Pleschova, Gabriela.
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gender or professional plans influence participation in teacher training and what junior faculty
generally thought of the training that they have been involved in. If young political scientists did
not participate in any training, we were curious if they would have preferred to take part in such
training and if so, what they would like to learn. The survey questionnaire can be found in the
Appendix.
Methodological Issues
The findings we present here are based on an online survey we carried out in EU member
states in the period of March-August, 2007. To reach starting out teachers in political science, we
initially turned to our personal networks across Europe, asking our contacts to forward the
message to possible respondents. Then we also emailed respondents where we could reach them
directly (usually through addresses provided by university websites), contacted departments,
national political science associations as well as associations of PhD researchers, asking them to
distribute our message to their colleagues/members. Even though most of our data was collected
online, we also provided hard copies of the questionnaire for junior political scientists attending
the annual conference of the European Political Science Network. Of these methods, we found
that personal emails to respondents, regardless of whether we knew them personally or not, the
most efficient.
We defined our target group of starting out teachers as current Political Science PhD
students and those who received their PhD in the last three years. Moreover, we sought
respondents who had at least one semester of teaching experience at the university level. We
assumed that both postgraduate students and PhD holders still have relatively fresh experience
about starting teaching, but we recognize that the two populations may be quite different in their
6


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