A1 Refereed original research article in a scientific journal
The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations
Authors: Henna Vilppu, Ilona Södervik, Liisa Postareff, Mari Murtonen
Publisher: Springer Netherlands
Publication year: 2019
Journal: Instructional Science
Volume: 47
Issue: 6
First page : 679
Last page: 709
Number of pages: 31
ISSN: 0020-4277
eISSN: 1573-1952
DOI: https://doi.org/10.1007/s11251-019-09496-z
Web address : https://link.springer.com/article/10.1007/s11251-019-09496-z#aboutcontent
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/42522308
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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