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Teaching university teachers to become better teachers: The effects of pedagogical training courses at six Swedish universities
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Government.
Lunds universitet, Statsvetenskapliga institutionen.
Linköpings universitet, Centrum för kommunstrategiska studier.
Göteborgs universitet, Institutionen för globala studier.
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2019 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 38, no 2, p. 339-353Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
2019. Vol. 38, no 2, p. 339-353
Keywords [en]
Approaches to teaching, mandatory pedagogical training, higher education, pedagogical training courses, university teachers
National Category
Learning Pedagogy Social Sciences Interdisciplinary
Identifiers
URN: urn:nbn:se:uu:diva-380875DOI: 10.1080/07294360.2018.1512955OAI: oai:DiVA.org:uu-380875DiVA, id: diva2:1301443
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Funder
Institute for Evaluation of Labour Market and Education Policy (IFAU), 177/2013Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-18

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Publisher's full texthttps://www.tandfonline.com/doi/full/10.1080/07294360.2018.1512955

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Ödalen, Jörgen

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