University teachers' opinions about higher education pedagogical training courses in Slovenia.

Autor/in	Askerc Veniger, Katarina
Titel	University teachers' opinions about higher education pedagogical training courses in Slovenia. Paralleltitel: Mnenja univerzitetnih uciteljev o visokosolskih pedagoskih usposabljanjih v Sloveniji.
Quelle	In: CEPS journal, 6 (2016) 4, S. 141-161Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-127636
Schlagwörter	Kompetenz; Empirische Untersuchung; Umfrage; Einstellung (Psy); Umfrage; Hochschullehrer; Qualität; Slowenien; Weiterbildung; Qualifikation; Kompetenz; Habilitation; Lehrbefähigung; Lehrmethode; Qualifikation; Habilitation; Hochschullehrer; Hochschullehre; Hochschulsystem; Weiterbildung; Qualität; Slowenien
Abstract	Pedagogical training courses (PTCs) for university teachers have often been discussed and have become a widespread trend in recent years in many countries. Many university teachers consider pedagogical training (PT) as a valuable tool in their teaching practice. In Slovenia, however, there is little evidence of teachers' opinions and beliefs regarding PTCs. Many authors consider the effect of PTCs in higher education (HE) on teaching questionable, but there is also evidence of the positive impact of PTCs on university teaching. The results of the present survey show that there are statistically significant differences in teachers' opinions on initial and sustained PTCs. Formal education for teaching in primary and/ or secondary schools is often considered as appropriate for teaching in HE. The respondents with higher titles attributed the lowest importance to sustained PTCs. Those involved in (short) PTCs attributed less importance to PT, as well as to the certificate of participation in PT in comparison to the respondents who were not involved in PTCs. On the other hand, the respondents with the highest participation in PT (51 hours and more) are more in favour of PTCs, which confirms the preliminary findings that courses of longer duration provide more opportunities to affect teachers' pedagogical thinking and conceptions of teaching and learning in comparison to shorter courses. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/2