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




TekijätHenna Vilppu, Ilona Södervik, Liisa Postareff, Mari Murtonen

KustantajaSpringer Netherlands

Julkaisuvuosi2019

JournalInstructional Science

Vuosikerta47

Numero6

Aloitussivu679

Lopetussivu709

Sivujen määrä31

ISSN0020-4277

eISSN1573-1952

DOIhttps://doi.org/10.1007/s11251-019-09496-z

Verkko-osoitehttps://link.springer.com/article/10.1007/s11251-019-09496-z#aboutcontent

Rinnakkaistallenteen osoitehttps://research.utu.fi/converis/portal/detail/Publication/42522308


Tiivistelmä

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.


Ladattava julkaisu

This is an electronic reprint of the original article.
This reprint may differ from the original in pagination and typographic detail. Please cite the original version.





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