In this paper we examine the state of teacher training for political science PhD candidates in the European Union and make a comparison with the situation in the United States. We investigate the determinants of supply and demand of teacher training. On the supply side, we suggest that research orientation and quality assurance are factors that might enhance institutional willingness to provide training. On the demand side, we examine the influence of gender, career plans, year of study, and career status on student motivation to undergo teacher training. We find that about half of EU institutions offering PhD programs also provide some form of teacher training; this closely follows American trends. We also uncover that while research orientation has a significant positive effect on the willingness of universities to provide training in pedagogy, quality assurance does not. Of the four factors we put forward as potential influences on student demand for teacher training, only future plans have a significant effect. We argue that similarities in the situation of teacher training in the United States and the European Union make transatlantic dialogue in graduate education worthwhile. Moreover, the positive impact of teacher training on the quality of teaching and learning as well as the positive valuation of training by more than two-thirds of PhD students in our sample makes us conclude that teacher training should be more widely available.

This article, unlike the vast existing literature on political trust, focuses on trust in postsocialist countries and, more specifically, on trust of young people rather than on trust of general populations. Studying young people is important in the context of establishing democracy and the survival of democracy. The authors examine the continuous effect of socialism and stipulate that the legacy of the type of socialist regime is a major determinant of political trust in Central and Eastern European and former Soviet Union countries. Utilizing individual-level data from an institutional survey, the authors find that distinguishing between different types of socialism is instrumental in explaining political trust. Results on the former Yugoslavia, however, suggest that the effects of socialism might be temporarily overshadowed in the short run by drastic post-socialist events such as warfare. The findings have implications for policies aimed at fostering political trust in post-socialist countries and for discerning future patterns of political and social developments.

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Political efficacy, Disciplinary culture, Political opportunity structure, Early life socialization, Socialism, Emerging elites, P2, L3, Z0,

This article discusses the challenges of moving towards student-centredness in East-Central Europe through the example of Hungary's subject-focused academic culture and the (re-)design of a political science research methods course at the University of Szeged for Spring 2012. Although countries participating in the Bologna Process undersigned the importance of studentcentredness, few countries have actually yet moved in this direction. In addition, we know very little about how these instructional methods work outside the Western democratic context. I show that research into teaching is an important means to improve the process of education and that there are specific problems in transferring student-centredness into post-Communist higher education settings. Finally, I argue that knowing one's teaching context is vital for planning student-centred courses effectively, which would be greatly fostered by experiencing other teaching contexts through earlycareer teacher exchanges. The European Commission has recently affirmed its commitment to staff exchanges, but such opportunities are only likely to be beneficial if they go beyond the current 6-week long exchange scheme that the Erasmus programme offers.