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Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Artikel i vetenskaplig tidskrift
Författare Jörgen Ödalen
Douglas Brommesson
Gissur Erlingsson
Johan Karlsson Schaffer
Mattias Fogelgren
Publicerad i Higher Education Research and Development
Volym 38
Nummer/häfte 2
Sidor 339-353
ISSN 0729-4360
Publiceringsår 2019
Publicerad vid Institutionen för globala studier
Sidor 339-353
Språk en
Länkar doi.org/10.1080/07294360.2018.15129...
Ämnesord Approaches to teaching, higher education, mandatory pedagogical training, pedagogical training courses, university teachers
Ämneskategorier Lärande, Pedagogik

Sammanfattning

Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.

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