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Teaching Experience and Teacher-Training Needs of Young Political Scientists
Unformatted Document Text:  experience based on what stage of their career they are in. First, this applies to PhD students who usually get their first flavor of teaching as they are working toward their doctoral degree. However, the more time they spent in a PhD program, the more likely they gain teaching experience. Second, there is an even greater possibility for a difference between PhD students and those who after receiving their degree already work as assistant professors. The latter group is not only solely responsible for their courses but is likely to face a larger teaching load than doctoral students. In other words, including young professors in our study, we also hope to gain some insight into the teaching-related difficulties of the passage from graduate student to academic. Nevertheless, most of our responses reflect the experience of PhD students. Originally we received 390 answers but on the basis of double-, empty- or fake submissions, we excluded 14 answers. 2 Of the 376 remaining answers, 323 (86%) were from graduate students and 53 (14%) from PhD holders who received their degrees in the last three years. Moreover, vast majority of our respondents (82% 3 ) revealed their plans to pursue academic careers for more than three years. As for PhD students, most of the answers came from second and third year students. Table 1 shows the distribution of answers of PhD students by study year, that is, the number of years they have been enrolled in the PhD program. While originally we feared that there might be a strong gender bias in the sample, to our surprise we got an equal number of submissions by male and female respondents. 2 We had 7 empty-, 2 double- and 5 fake submissions where ‘fake submission’ stands for entries where responses to questions were mere jibberish or where answers lacked any internal consistency. 3 In this article we report valid percentages. 7

Authors: Simon, Eszter. and Pleschova, Gabriela.
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experience based on what stage of their career they are in. First, this applies to PhD students who
usually get their first flavor of teaching as they are working toward their doctoral degree.
However, the more time they spent in a PhD program, the more likely they gain teaching
experience. Second, there is an even greater possibility for a difference between PhD students
and those who after receiving their degree already work as assistant professors. The latter group
is not only solely responsible for their courses but is likely to face a larger teaching load than
doctoral students. In other words, including young professors in our study, we also hope to gain
some insight into the teaching-related difficulties of the passage from graduate student to
academic.
Nevertheless, most of our responses reflect the experience of PhD students. Originally we
received 390 answers but on the basis of double-, empty- or fake submissions, we excluded 14
answers.
Of the 376 remaining answers, 323 (86%) were from graduate students and 53 (14%)
from PhD holders who received their degrees in the last three years. Moreover, vast majority of
our respondents (82%
) revealed their plans to pursue academic careers for more than three
years. As for PhD students, most of the answers came from second and third year students. Table
1 shows the distribution of answers of PhD students by study year, that is, the number of years
they have been enrolled in the PhD program. While originally we feared that there might be a
strong gender bias in the sample, to our surprise we got an equal number of submissions by male
and female respondents.
2
We had 7 empty-, 2 double- and 5 fake submissions where ‘fake submission’ stands for entries where responses to
questions were mere jibberish or where answers lacked any internal consistency.
3
In this article we report valid percentages.
7


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