The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations

被引：0
作者：
Henna Vilppu
Ilona Södervik
Liisa Postareff
Mari Murtonen
机构：
[1] University of Turku,Department of Teacher Education
[2] University of Helsinki,undefined
[3] Häme University of Applied Sciences,undefined
[4] University of Tampere,undefined
来源：
Instructional Science | 2019年 / 47卷
关键词：
Conceptions of teaching; Faculty development; Higher education; Online pedagogical training; Pre-tests; Post-tests;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
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.
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页码：679 / 709
页数：30
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