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What university teachers need to know: Perceptions of course content in higher education pedagogical courses
Linnéuniversitetet.
Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).ORCID iD: 0000-0002-0190-8227
2023 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 28, no 1, p. 87-100Article in journal (Refereed) Published
Abstract [en]

This article investigates how professional development courses for university teachers are viewed by different stakeholders, specifically students, university teachers, central university management, and the government. The particular focus of the investigation is on the relationship of theory and practice, disciplinary content, and forms of pedagogical knowledge. The results, based on interviews and documents, show that university teachers tend to ask for more practical, hands-on knowledge, whereas the government focuses on the theoretical content of pedagogical courses. Stakeholders were vague in their views about the content of pedagogical courses, indicating that professional development fails to be regarded as a strategic matter.

Place, publisher, year, edition, pages
Taylor & Francis, 2023. Vol. 28, no 1, p. 87-100
Keywords [en]
Higher education, academic development, professional development, content knowledgecurricular knowledge, pedagogical knowledge, teaching strategies
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-46225DOI: 10.1080/1360144X.2021.1984923ISI: 000704550100001Scopus ID: 2-s2.0-85116506377OAI: oai:DiVA.org:mau-46225DiVA, id: diva2:1601361
Available from: 2021-10-07 Created: 2021-10-07 Last updated: 2023-07-04Bibliographically approved

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Stigmar, Martin

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
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  • de-DE
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More languages
Output format
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