University Lecturers' Experiences of and Reflections on the Development of Their Pedagogical Competency

Autor/inn/en	Pekkarinen, Virve; Hirsto, Laura
Titel	University Lecturers' Experiences of and Reflections on the Development of Their Pedagogical Competency
Quelle	In: Scandinavian Journal of Educational Research, 61 (2017) 6, S.735-753 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1188148
Schlagwörter	College Faculty; Teacher Competencies; Self Evaluation (Individuals); Questionnaires; Mixed Methods Research; Faculty Development; Teacher Attitudes; Writing (Composition); Reflection; Teacher Evaluation; Classification; Models; Foreign Countries; Teaching Methods; Case Studies; Teacher Student Relationship; Ethics; Information Technology; Peer Relationship; Finland + Suchen Sie Ihr Suchwort? Fakultät; Lehrkunst; Fragebogen; Lehrerverhalten; Schreibübung; Teacher appraisal; Lehrerbeurteilung; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethik; Informationstechnologie; Peer-Beziehungen; Finnland
Abstract	In this paper, we investigate university lecturers' experiences of and reflections on the development of their pedagogical competency during a 9-month university pedagogical course. The effects of long-term university pedagogical training are considered through experienced pedagogical competency by analysing university lecturers' evaluations of and reflections on their pedagogical competence areas during the course. Data was gathered from 31 participants using a self-evaluation questionnaire and reflective writings, and analysed using a mixed-methods approach. The results show that the participants experienced significant development in their pedagogical competency. However, it became evident that the concept and practice of reflection is not clear, especially in different disciplines. In addition to the number of credits of the training, the design, and the long timeframe of the pedagogical training, the context in which the training is put into practice, as well as the social aspect of reflection, need to be taken into consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01