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

Jörgen Ödalen  Douglas Brommesson  Gissur Ó. Erlingsson  Johan Karlsson Schaffer  Mattias Fogelgren 《高等教育研究与发展》2019,38(2):339-353

ABSTRACT

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.  相似文献   

What is special about education?     

Eamonn Ó. Murchú 《Irish Educational Studies》2013,32(1):252-269

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Who are qualified to teach in second-level Irish-medium schools?     

Seán Ó. Grádaigh 《Irish Educational Studies》2013,32(2):165-182

This paper examines and discusses the profiles of applicants and entrants to the DGO (Dioplóma Gairmiúil san Oideachas) initial teacher education programme between 2000 and 2011. The DGO is the only initial teacher education programme in Ireland that is specifically designated to prepare student teachers for the second-level Irish-medium (SLIM) school sector. It is delivered entirely through the Irish language. This study examines data collected from all DGO applicants (N = 1002) between 2000 and 2011. Results show that demand for this programme has increased over the past decade. The academic quality of applicants has risen dramatically in recent years and 75% of successful applicants are female. The data show that a significant proportion of DGO applicants are native Irish speakers from Gaeltacht (areas in Ireland where the Irish language Gaeilge is the vernacular). There has been a severe shortage of applicants with qualifications in certain subject areas, in particular in Sciences, Mathematics and European languages. Drawing on findings from this study as well as on national statistics and educational policy documents, this paper discusses how changes to the DGO selection process may contribute to better meeting the staffing demands in SLIM schools in Ireland.  相似文献