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.