Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F22%3A00127353" target="_blank" >RIV/00216224:14210/22:00127353 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/book/10.1007/978-3-030-80967-6?sap-outbound-id=F72366797B9E8E5E87F0C23CE9EB0AADBF3DDF71" target="_blank" >https://link.springer.com/book/10.1007/978-3-030-80967-6?sap-outbound-id=F72366797B9E8E5E87F0C23CE9EB0AADBF3DDF71</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-80967-6_39" target="_blank" >10.1007/978-3-030-80967-6_39</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program

Popis výsledku v původním jazyce

This chapter focuses on improving teaching of university teachers through participation in a professional development program. Firstly, we describe the center, its mission and structure. Secondly, we describe the initial empirical research on beginning university teachers and their approaches to teaching and professional self-perception. This research project was conducted to analyze how researchers, teachers and teacher-researchers (universalists) approach teaching. We identified three different sets of beliefs about teaching among early-career faculty members who conceive of their roles differently: 1) “researchers” emphasize transmission of knowledge, 2) “teachers” emphasize that good teaching should include devoting time and energy to students, while 3) “universalists” emphasize the practical nature of knowledge and motivate students to work by themselves. The research outcomes substantially informed the center (CERPEK) that was subsequently established. Thirdly, we describe our professional development program: the curriculum design process, how we teach beginning university teachers, issues of funding for training university teachers, and feedback we have received from program participants. The program is divided into four modules and lasts two semesters.

Název v anglickém jazyce

Developing Beginner University Teachers’ Pedagogical Competencies Through a Professional Development Program

Popis výsledku anglicky

This chapter focuses on improving teaching of university teachers through participation in a professional development program. Firstly, we describe the center, its mission and structure. Secondly, we describe the initial empirical research on beginning university teachers and their approaches to teaching and professional self-perception. This research project was conducted to analyze how researchers, teachers and teacher-researchers (universalists) approach teaching. We identified three different sets of beliefs about teaching among early-career faculty members who conceive of their roles differently: 1) “researchers” emphasize transmission of knowledge, 2) “teachers” emphasize that good teaching should include devoting time and energy to students, while 3) “universalists” emphasize the practical nature of knowledge and motivate students to work by themselves. The research outcomes substantially informed the center (CERPEK) that was subsequently established. Thirdly, we describe our professional development program: the curriculum design process, how we teach beginning university teachers, issues of funding for training university teachers, and feedback we have received from program participants. The program is divided into four modules and lasts two semesters.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

The Palgrave Handbook of Academic Professional Development Centers

ISBN

9783030809676

Počet stran výsledku

15

Strana od-do

613-627

Počet stran knihy

765

Název nakladatele

Palgrave

Místo vydání

Cham

Kód UT WoS kapitoly

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