Abstract
The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.
Highlights
The quality of higher education teaching has received increasing attention, both nationally and internationally, in recent years
The European Commission has highlighted the importance of improving the status and quality of higher education teaching, which has traditionally been less valued than research output (European Commission 2016)
As many universities lack the resources to offer university pedagogical training. These reasons have led to a situation where, for example, doctoral students who are not teaching at the time they apply have not been eligible for the courses, or new faculty have not been selected because more experienced faculty fill the available spots
Summary
The quality of higher education teaching has received increasing attention, both nationally and internationally, in recent years. As many universities lack the resources to offer university pedagogical training These reasons have led to a situation where, for example, doctoral students who are not teaching at the time they apply have not been eligible for the courses, or new faculty have not been selected because more experienced faculty fill the available spots. This has perpetuated the traditional convention for new faculty to begin teaching at the university without any pedagogical training (Knight 2002).
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