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Teachers’ perceptions of the learning environment and their knowledge base in a training program for novice university teachers

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Despite the complexity of teaching, learning to teach in universities is often ‘learning by doing’. To provide novice university teachers with pedagogic teaching knowledge and to help them develop specific teaching objectives, we created a structured, video-based, one-year training program. In focusing on the core features of professional development, the authors assess two research questions: (1) To what extent does the program support content focus, active learning, and coherence? (2) What knowledge base do novice university teachers exhibit after completing the training program? Trained teachers (N = 12) were surveyed, and their responses were compared to statements they made before participating in the program. Participants rated all training components as helpful and reported a high level of active learning during their training. Their acquired professional knowledge was more specialized at the end of the program, compared to the beginning. The results so far support the creation of structured training programs for novice university teachers.

Keywords: higher education; professional development; situated learning; teacher training; university teaching

Document Type: Research Article


Affiliations: 1: TUM School of Education, Technische Universität München, Munich, Germany 2: Department of School Education and Didactics, Friedrich-Schiller-University Jena, Jena, Germany

Publication date: June 1, 2013

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