Learning outcomes of university lecturers from a process-oriented university pedagogical course

Laura Hirsto*, Maija Lampinen, Maire Syrjäkari

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

5 Citations (Scopus)

Abstract

Learning outcomes from a one-year long collaborative inquiry-oriented pedagogical training course for university lecturers were investigated in this study. The course was a long-term, process-oriented university pedagogical course with students from different disciplinary backgrounds, and it was based on the idea of a community of practice and collaborative inquiry learning. The focus of the course was designing learning environment, process facilitation and supporting structures, but the content was not determined in advance; instead, the students produced the content based on their experiences, shortfalls in their current teaching competence and knowledge, and also the educational development needs of their working environment. The follow-up data were collected through questionnaires with open-ended questions on different phases of the course; group electronic learning logs were used as complementary data. According to the results, the long-term collaborative inquiry-oriented pedagogical training achieved predefined learning outcomes even though the actual content of the course was not predetermined, and even went beyond them, especially in terms of empowerment.

Original languageEnglish
Pages (from-to)347-365
Number of pages19
JournalTRAMES: JOURNAL OF THE HUMANITIES AND SOCIAL SCIENCES
Volume17
Issue number4
DOIs
Publication statusPublished - 2013
MoE publication typeA1 Journal article-refereed

Keywords

  • Collaborative inquiry
  • Process-oriented course
  • University pedagogy
  • University teacher education

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